REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Sudlon, Lahug, Cebu City

SCHOOL: TEACHING DATES:

KINDERGARTEN
TEACHER: WEEK NO.: 1
DAILY BLOCKS OF TIME
CONTENT FOCUS: I belong to a Kindergarten Class. QUARTER: First

BLOCKS OF TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVAL TIME
Arrival routine
(10 minutes)
The teacher greets each learner as they arrive in the classroom. The teacher may say “hello” and welcomes the learners. Learners who come early may be given time for free play while
08:00 - 08:10
waiting. When the bell rings, the learners will form their lines in preparation for the flag ceremony.
01:00 - 01:10

Daily routine: 1. National Anthem (Multi-media presentation shall be shown.)

Say: Mga bata, maglinya na ta. Mag-atubang tanan sa flag (point the flag).
Ibutang ang tuong kamot sa wala nga dapit sa dughan. Dayon manganta na kita sa atong National Anthem. Kon dili pa makahibalo mokanta, maminaw lang.
(The teacher leads in singing the National Anthem or play the music)
2. Opening Prayer (Teacher proceeds with prayer right after the singing of the National Anthem)
MEETING TIME 1 In the name of the Father… (Sa ngalan sa Amahan… (music or video presentation may be played or shown)
3. Exercise (The teacher directs the learner to watch the video exercise on TV and join the learners in dancing.)
(10 minutes)
Say: Karon atong sundon ang mga actions nga gipakita diha sa television.
08:10 - 08:20
4. Attendance Check
01:10 - 01:20
The teacher leads in singing the song and encourages the learners to sing with her.
Asa ang mga Bata
(Where is Thumbman?)

Asa ang mga laki, asa ang mga laki?

Di a ra kami, dia ra kami
 Kumusta amigo? maayo kaayo
Salamat, salamat
Ask: Pila man kabuok ang mga lalaki? (The teacher counts the boys)
Asa ang mga babaye, asa ang mga babaye?
Di a ra kami, di a ra kami
Kumusta amiga? Maayo kaayo
Salamat, salamat
Ask: Pila kabuok ang mga babaye? (The teacher counts the girls.)
5. Weather Check
Say: Mga bata, pagpadulong ninyo diri sa eskwelahan unsa ang namatikdan ninyo sa panahon? Dan-ag o hayag ba? (Sunny) Ulanon ba? (Rainy) Dag- umon o
mapanganuron ba? (Cloudy) Gabonon ba? (Foggy) (Teacher validates pupils’ answer by asking them to look outside then leads in singing the Weather Song.)
6. Weather Song
Ask: What is the weather for today?
Today is a ________ day, a _________ day.
Today is a ________ day, a _________ day. (cloudy, sunny, rainy, foggy)
7. Checking of Calendar (The teacher shows a calendar)
Ask: Unsa man kining akong gikuptan? Unsa man ang makita nato sa kalendaryo? (Lead in singing Lubi-lubi)
Lubi-lubi
Enero, Pebrero, Marso, Abril, Mayo,
Hunyo, Hulyo Agosto
Septiyembre, Oktubre,
Nobiyembre, Disyembre
Lubi-lubi.
Unsang bulana karon?
Mga bata, karon bulan kita sa Hunyo, petsa 3. Unang adlaw sa atong klase.
Di ba aduna may pito ka adlaw sa usa ka semana? Ang unang adlaw sa klase Lunes, ang ikaduha Martes, unsa kaha ang ikatulong adlaw sa klase? And so on…
Say: Adunay pito ka adlaw sa usa ka semana: Domingo, Lunes, Martes, Miyerkules, Huwebes, Biyernes, Sabado.
(Teacher asks the learners to repeat after her in saying the Days of the Week.)
8. Local / National Celebrations
Say: Mga bata, kada bulan adunay mga importante nga kasaulogan sama sa pista, birthday ug uban pa.
Aduna bay nagsaulog sa iyang adlaw nga natawhan karon? (sing a birthday song)
Gawas sa birthday ni _______ sa bulan sa Hunyo aduna kitay impoartante nga selebrasyon. Kini mao ang Independence Day sa umaabot June 12, 2019.
9. Cleanliness Check (The teacher leads in singing the song)
I Have Two Hands

I have two hands,

the left, and the right.
Hold them up high, so clean and bright.
Clap them softly, 1, 2, 3.
 Clean little hands are good to see.
(Teacher does the cleanliness check. Fingernails, toenails, etc.)

Ask: Mga bata, ngano nga kinahanglan limpyo ang atong kamot? Lawas?
Unsa ang mahitabo kon hugaw ang atong kamot? Lawas?
Unsa ang angay nato nga buhaton aron kanunay nga limpyo ang atong kamot? Lawas?
10. Balitaan/Sharing Time with Classmates
Ask: Mga bata, unsa ang inyo nga gibuhat sa niaging adlaw nga nalipay ang inyong mama, papa, ate o amiga?
11. Getting Ready for Class
(This is also the time when concepts learned during Day Care Classes are reviewed and the message for the day is introduced.)

Welcome to Kindergarten! I am I am now in Kindergarten. We have different jobs in the Our classroom has different Our classroom is part of the
MESSAGE now in Kindergarten. There are children and adults in classroom. areas. Each area can be used in school. The name of my school is
the classroom. different ways. ______.

Say: Mga bata, kumusta man Say: Mga bata, show me your Say: Mga bata, show me your Say: Nakita nako ang bata nga Ask: Mga bata, unsa ang tawag sa
mo? Itaas ang kamot sa hands. Clap your hands. hands. Clap your hands. Very naglabay ug basura. ato nga giklasehan karon?
mga babaye. Motindog ang Very good! good! Ask: Asa kaha niya kini gilabay? Say: Ang atong classroom kabahin
mga lalaki. Ask: Dinhi sa sulod sa atong Ask: Dinhi sa sulod sa atong Asa dapit sa ato nga classroom o parte ni siya sa school. Naa
Ask: Kinsa ninyo ang karon pa classroom, kinsa ang mga classroom, kinsa ang mga tawo makita ang basurahan? siya sa sulod sa
nakasulay ug eskwela? nga inyong nakita? Sa uban Unsa may nagkalain-lain nga bahin
tawo nga inyo nga nakita? Sa eskwelahan/school.
Unsa ang buhaton sa bata sa nga mga classrooms, mga bata sa ato nga classroom?
uban nga mga classrooms, Unsa gani ang ngalan sa atong
eskwelahan? Nganong ni ug maestro ba gihapon ang Para unsa man kini? (Teacher
mga bata ug maestro ba school?
eskwela man mo? atong makita? Ngano man? points the CR)
gihapon ang atong makita? (The teacher leads in singing the (The teacher leads in singing the (The teacher leads in singing the
Welcome to Kindergarten. You are
QUESTION/S Ngano man? song and encourage the learners to song and encourage the learners to song and encourage the children to
now in Kindergarten. Everybody
(The teacher leads in singing the join.) join.) join.)
say: “I am in Kindergarten”
song and encourages the learners
Say: Mga bata, aduna koy kanta
to join.)
nga ipabati ninyo.
(The teacher sings or plays the
song and asks the learners to sing
with her. Sing and act with the
learners later)
 The teacher leads in singing the song and encourages the learners to join.
Ako Malipayon
(Its I Who Builds Community)

Ako, ako, ako karon malipayon

TRANSITION Ako, ako, ako karon malipayon
Ako, ako, ako karon malipayon
Ako karon malipayon
Sayaw sayaw dyotay,
Hawak ikiay-kiay, kamot ikaway kaway,
Tuyok gamay

The teacher gives clear instruction to the learners as a group on how to do the different Independent Activities. (IAs).

Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2. Then, Group 3,
4, and 5. Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes.
He/She should at the same time be observant with what is going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Color Match - Ania ang duha ka grupo sa mga porma nga lain-lain og mga kolor. Ipares-pares ang mga porma nga pareha og kolor.
WORK PERIOD 1 Group 3 - How I Feel on the First Day - Tan-awa ang upat ka hulagway mahitungod sa mga pagbati: nalipay, naguol, nahadlok, nasuko. Magpili mo sa upat kung unsa ang inyo gibati karon.
Kolori ang hulagway.
(45 minutes)
Group 4 - Clay Molding - Pormaha ang mga clay nga letra sa sinugdanan sa inyo nga ngalan.
08:20- 09:05
Group 5 - Picture Match - Magpares-pares mo. Ang matag pares magkupot og lain-lain nga mga hulagway nga makita diri sa ato nga classroom ug eskwelahan. Mokuha ang usa og
01:20- 02:05 hulagway nga gikuptan sa iya kapares. Tan-awon niya kon naa ba kini kapareha, dayon ikulob. Kung wala, iya ipuno sa iya gikuptan. Magpuli-puli ang pares ug kuha.

Ask: May pangutana ba kamo mahitungod sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga liders ug kuhaa diri ang inyong mga boxes/trays.
When the learners are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyud kalimtan nga maghilom samtang nagbuhat mo sa mga buluhaton. Dili pud maglakaw-lakaw o magdagan-dagan. Nasabtan ba?

(The teacher then goes to the first group to do the Teacher Supervised Activity.)

TEACHER
SUPERVISED Name Tag People Puppet Job Chart Labelling Areas/Things in the School Banner
ACTIVITY Competencies: Competencies: Competencies: Classroom Competencies:
(The teacher moves  Naipakikita ang kahandaan na  Nakikilala ang mga tauhan ng  Nakapagkukuwento ng mga Competencies:  Naisasagawa ang mga
from one group to sumubok ng bagong karanasan paaralan at ang tungkulin ginagawa sa paaralan  Naisasagawa ang mga sumusunod na kasanayan:
another in facilitating (SEKPSE-IIIc-6) nilang ginagampanan (KMKPAra-00-3) sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
the TSA spending 6-7 (KMKPAra-00-2)
minutes per group)
 Nakaguguhit, nakapagpipinta  Naisasagawa ang mga  Nakasusunod sa mga itinakdang  pagbakat, pagkopya ng papel (KPKFM-00-1.3)
at nakapagkukulay ng iba’t sumusunod na kasanayan: tuntunin at gawain (routines) sa larawan, hugis, at titik  Nakagugupit at nakapagdidikit
ibang bagay o gawain pagpilas/paggupit/pagdikit ng paaralan at silid-aralan (SEKPSE- (KPKFM-00-1.4) ng iba’t ibang hugis na may
(dekorasyon sa “name tag”,) papel (KPKFM-00-1.3) IIa-4)  Name common objects/things iba’t ibang tekstura (SKMP-00-
(SKMP-00-2)  Nakaguguhit at  Naisasagawa ang mga in the classroom. (LLKV-00-1) 4)
Materials: nakapagkukulay ng iba’t ibang sumusunod na kasanayan:  Name the places and the  Nakapupunit, nakagugupit at
pocket chart, cardboard, bagay o gawain (SKMP-00-2) pagbakat, pagkopya ng larawan, things found in the nakapagdidikit sa paggawa ng
photos of learners, coloring ng mga tao na nakikita sa hugis, at titik (KPKFM-00-1.4) classroom(LLKV-00-8) collage (SKMP-00-7)
materials, glue, scissors, paaralan.  Trace, copy, and write the  Express simple ideas through Materials for Banner:
scrapbooking materials such  Nakagugupit at nakapagdidikit letters of the alphabet: straight symbols (e.g., drawings, Manila paper, old magazines or
as beads, buttons, dried ng iba’t ibang hugis na may lines (A,E,F,H,I L,T), combination invented spelling) (LLKC-00-1) newspapers, scissors, paste or
leaves or flowers, popsicle iba’t ibang tekstura (SKMP-00- of straight and slanting lines (K, Materials: glue
sticks, etc. Materials: M,N, V, W, X, Y, Z), combination strips of paper, masking tape, Preparation for Banner:
Preparation: cardboard cut into a human of straight and curved lines (B, crayons/markers -Make a big banner from the
-Cut cardboard into 3x8 figure, popsicle sticks, C, Procedure: Manila paper.
rectangles (the length may masking tape, scissors, (art  D, G, J, O, P, Q, R, S, U), 1. Let the learners write a label -Write the outline of the letters
vary depending on the name materials) colored paper/art rounded strokes with loops for each object in the of the school name in upper
of the learner). paper, crayons (LLKH-00-3) classroom (blackboard, pencil, and lowercase.
Paste the photo of the learner Procedure:  Write one’s given name (LLKH- table, etc.) and the areas of Procedure for Banner:
on the left side. Prepare a 1. Ask the learners who are the 00-5) the classroom (Block Area, 1. Let the learners cut small
pocket chart. people they see in the  Express simple ideas through Reading Area, Art Area, etc.). If shapes or pieces of paper and
Procedure: classroom/school. Tell them symbols (e.g., drawings, the learner cannot spell the paste these inside the letter
1. Show each cardboard to the to choose one and color it. invented spelling) (LLKC-00-1) words on his/her own yet, outline. (Some learners may be
learners and let them get the 2. Let the learners cut colored write the word on a card and able to cut the same letter
Materials:
one with their photo on it. from the magazines.)
paper into small shapesand job chart, paper strips, pre-cut the learner will copy the word
2. Post their work.
2. Let the learners who can write paste on the design. 2x4 individual cards labeled with from the model.
their first name or nickname 3. Attach the puppet to a jobs like table wiper, line 2. Ask them to stick these labels
do so on the cardboard. If not, popsicle stick using masking monitor, little teacher, floor to these things/areas using
guide them or give them a tape. sweeper, recess helper, snacks masking tape.
guide to copy. 4. Use the puppets for show and wrapper collector, plant
3. Allow them to decorate their tell in Meeting Time 2. caretaker, flag bearer, song
name tags. leader
4. Let them post their decorated Procedure:
name tag on the pocket chart. 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. Every day, the learners get to
choose a job for the day by
putting their name on the
appropriate place in the job
chart.
(Teacher collects the output for her
to show to the whole class during
wrap up.)

 Show readiness to try new  Name/identify the people in  Recall the things they do in the  Name the places and  Tear, cut and paste paper
experiences the classroom and their classroom common objects/ things in  Use recyclable materials to
LEARNING  Decorate their name tag tasks/jobs  Perform their assigned job. school create things
CHECKPOINTS  Cut and paste properly  Trace or copy letters.  Name and label the areas
 Decorate the puppet  Write their given name and things found in the
classroom

Reminder: The teacher is reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. He/She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity. Since
the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary
activities to be used in case a group will be done ahead of time.
INDEPENDENT
ACTIVITIES
1. TSA (1st group for TSA) 1. Color Match 1. How I Feel on the First Day 1. Clay Molding 1. Picture Match
2. Color Match 2. How I Feel on the First Day 2. Clay Molding 2. Picture Match 2. TSA (1st group for TSA)
3. How I Feel on the First Day 3. Clay Molding 3. Picture Match 3. TSA (1st group for TSA) 3. Color Match
4. Clay Molding 4. Picture Match 4. TSA (1st group for TSA) 4. Color Match 4. How I Feel on the First Day
5. Picture Match 5. TSA (1st group for TSA) 5. Color Match 5. How I Feel on the First Day 5. Clay Molding
Color 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)
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.
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 of feelings, crayons
Procedure:
1. Give each learner an activity sheet with emojis of different feelings.
2. Ask them to color the emoji’s that tell how they feel now.
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)
 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.
Picture Match
Competencies:
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1) - picture to picture
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (LLKVPD-Id-1)
Materials:
5 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: The learner that doesn’t have a pair will be the scorer.

 Identify and classify the shapes according to color.

LEARNING  Recognize different emotions
CHECKPOINTS  Mold clay into letters
 Match pictures in one-to-one correspondence

The teacher reminds the learners about the time left in Work Period 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.

Ako Batang Buotan

(Its I Who Builds Community)

Ako, ako, ako batang buotan

Ako, ako, ako batang buotan
TRANSITION
Ako, ako, ako batang buotan
Ako batang buotan
Sayaw sayaw dyotay,
Hawak ikiay-kiay, kamot ikaway-kaway,
Tuyok gamay.
Sayaw sayaw dyotay,
Hawak ikiay-kiay, kamot ikaway-kaway,
Tuyok gamay.

MEETING TIME 2
(10 minutes) The teacher asks questions about the activities in Work Period 1 or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also be asked to share their work
09:05 - 09:15 to the class.
02:05 - 02:15
 Say: Itaas ang inyong tuo nga Say: Wow, thank you kids for Say: Kids, you did well today. Say: Today is a great day for all of Ask: Unsa ang lain-laing buluhaton
kamot, ang wala. Mopakpak keeping your things. Pakpakan Ask: Kinsa ang nakahuman sa us. ang inyong nahimo sa
ta. nato ang group __, kay mga Name Tag? Kinsa ang Ask: Malipayon ba ang tanan? miaging mga adlaw hangtud
Ask: Unsa ang imong gibuhat? buotan kayo sila. nakahuman sa clay molding? Malipayon ba si “Maria”? karon?
(Call a learner from each Ask: Kinsa gani ni nga mga puppets Ask: Unsa ang nagkalin-lain nga Tan-awa ang atong classroom Asa ninyo kini nakat-onan?
group) Pakpakan nato ang nga ako gikuptan? Ihulagway buluhaton dinhi sa ato nga map. Unsa ang inyong nakita? Unsa gani ang pangan sa
ato nga kaugalingon. ang maestro. Kini siya, kinsa classroom? Washing area, toilet, library… atong eskwelahan?
Ask: Karong adlawa nagsugod ang ni? Unsa ang inyo nga ikasulti Say: Ania ang task chart o Kanus-a ta moadto sa washing Importante ba nga
atong klase, sa wala pa sa bata? sumbanan sa mga buluhaton. area? Sa library? Sa toilet? makahibalo ta sa ngalan sa
QUESTIONS/ACTIVITY nagklase o katong bakasyon Say: Daghan kitang makita nga (The teachers discuss the Say: Atong limpyohan kanunay ang eskwelahan? Ngano man?
pa nag unsa mo sa inyong mga tawo dinhi sa tasks details and assign lain-lain nga bahin sa atong
balay? Nisuroy ba pud mo? eskwelahan. Matag usa kanila routinary tasks to each eskwelahan ug ato nga
Asa man? adunay gibuhat dinhi. learner. ampingan ang mga butang
Say: Kitang tanan lain-lain ug Ask: Nasabtan ba ninyo ang atong dinhi.
gibuhat niadtong bakasyon. mga buhatonon kada adlaw
Unya lain-lain pud ang mga dinhi sa atong classroom?
lugar nga ato nga
gibakasyonan.

The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all children
have food.
Hugas
(Where is Thumbman?)
TRANSITION
Hipos, hipos. Hipos, hipos.
Mangandam nata, mangaon na ta.
Hugasi ang kamot, limpyohi ang kamot.
Usa mokaon, usa mokaon.

The teacher assists and guides the children as they eat their snacks.
1. Instruct the children to fall in line, go to the washing area, show to them how to wash their hands, and then go back to their seats.
SUPERVISED RECESS 2. Let the learners get their snacks.
(15 minutes) 3. Start with a prayer.
09:15- 09:30 4. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
02:15 -02:30 5. Eats with the learners.
6. After eating, guide and show the children the proper way of disposing garbage.
7. After disposing the garbage, shows the proper way of tooth brushing.
 (A song of thanksgiving may be sung to signal the end of Recess 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.

Punit
TRANSITION TO
(Sitsiritsit)
QUIET TIME
Punit, punit, punit, punit
Mamunit ta og basura.
Ilain ang malata, ilain usab ang dili malata.

QUIET TIME
Say: Karon mupahulay usa ta. Magpatukar ko og cassette ug maminaw ta sa music. Pwede ra maglingkod, mupiyong sa inyo nga mga mata, muhigda ug uban pa basta dili magbasa.
(10 minutes)
09:30- 09:40
(During this time children can rest or engage in relaxing activities)
02:30- 02:40

Estorya
(Where is Thumbman?)
TRANSITION TO
Estorya, estorya. Estorya, estorya.
STORY TIME
Maminaw ta. Maminaw ta.
Ibuka ang mata, ablihi ang dunggan
Magsugod nata, magsugod na ta.

Ang Upat Ka Mga Bata sa Kinder

Gisulat ni: Gilda G. Bancog
STORY TIME
(15 minutes) Adunay upat ka mga bata. Si Liza, si Rosa, si Mario ug si Danny. Parehas ninyo, mga Kindergarten sila sa Tuburan Central School. Sa unang
09:40- 09:55 adlaw sa klase, sayo nga niadto sa eskwelahan si Lisa, si Rosa, si Mario, ug si Danny. Pagkakita nila sa ilang maestra niingon sila, “Maayong
02:40- 02:55 buntag Mrs. Santos.” Giagni dayon sila pagsulod ug nitabang sila sa ilang maestra. Nanilhig si Rosa. Nanarapo si Lisa sa bintana. Namubo
si Mario sa tanom.
Pagkahuman sa ilang buluhaton, gihipos nila ang ilang mga gigamit dayon nilingkod. Nalipay kaayo ang ilang maestra. Taud-taud, naabot si
Mr. Robi Gabilan, ang principal sa eskwelahan kuyog sa janitor nga si Manong Ben. Niingon ang principal, “Maayong buntag mga bata!”
 Nibarog ang mga bata, dayon misulti, “Maayong buntag mga bisita!”
Paglakaw sa bisita, gitudloan sila ug balak ni Mrs. Santos.
“May unggoy nga dako,
Gisugo og tabako,
Nganong nagduko-duko,
Nakakita og usa ka dako.”

A. Book and Print Awareness: A. Book and Print Awareness: A. Book and Print Awareness: A. Book and Print Awareness: A. Book and Print Awareness:
Say: Adunay estorya Say: Ang ulohan sa atong Say: Ang ulohan sa atong Say: Ang ulohan sa atong Say: “Ang Upat Ka Bata sa
mahitungod sa Upat Ka estorya kay “Ang Upat estorya kay “Ang Upat Ka estorya kay “Ang Upat Ka Bata Kinder” Gisulat ni: Gilda G.
Mga Bata. Ang ulohan sa Ka Bata sa Kinder” Bata sa Kinder” Gisulat ni: sa Kinder” Gisulat ni: Gilda G. Bancog. Gidibuho:
atong estorya kay “Ang Gisulat ni: Gilda G. Gilda G. Bancog. Bancog. Gidibuho: (Acknowledge the one
Upat Ka Bata sa Kinder” Bancog. Gidibuho: Gidibuho: (Acknowledge (Acknowledge the one illustrating the big book for
Gisulat ni: Gilda G. (Acknowledge the one the one illustrating the illustrating the big book for you) you)
Bancog. Gidibuho: illustrating the big book big book for you) (The teacher guides the
(Acknowledge the one for you) B. Motivation-Motive Tandem learners re-tell the story by  Act-It-Out/Dramatize
illustrating the big book B. Motivation-Motive Question/s asking questions.
for you.) Tandem Question/s Ask: Unsa ang inyong gibuhat
PRE-READING
B. Flipping of Pages Ask: Dinhi sa atong dinhi sa eskwelahan sa di
C. Unlocking of Difficulties eskwelahan, kinsa ang pa magsugod ang klase?
Usa ka dako – (picture clue) mga tawo nga inyong Sa atong estorya, unsa
eskwelahan – (picture clue) nakita? man ang gibuhat sa mga
D. Motivation- Motive Tandem Sa atong estorya, kinsa bata?
Question/s ang mga tawo nga naa
Ask: Kinsa ang ngalan sa inyong sa eskwelahan?
maestra sa Kinder?
Unsa ang ngalan sa
maestra sa atong estorya?

Modelled Reading: Guided Reading: Shared Reading: Independent Reading: Application:

DURING READING
Adunay upat ka mga bata. Balikon nako pagbasa ang Balikon nako ug basa ang Sa atong estorya, unsa ang ngalan 1. Let the learners draw the part
Si Liza, si Rosa, si Mario ug estorya karon. Maminaw estorya. Maminaw gyud ta para sa eskwelahan sa mga bata? of the classroom they like to
si Danny. Unsa gani mong tang tanan. mahibal-an nato kon unsa ang clean.
gradoha? (Kinder)
Parehas ninyo, mga Sa unang adlaw sa klase, gibuhat sa mga bata. Kinsa ang ngalan sa ilang 2. Call 5-10 learners to say
Kindergarten pud sila sa sayo nga niadto sa maestra? Unsa ang gisulti sa mga something about their drawing
Tuburan Central School. eskwelahan si Lisa, si Rosa, si Sa unang adlaw sa klase, sayo bata pagkakita nila sa ilang and why they chose that area.
Mario, ug si Danny. Mga nga niadto sa eskwelahan si Lisa, maestra? Unsa man ang lain-lain
Unsa man kaha ang Kindergarten sila sa Tuburan si Rosa, si Mario, ug si Danny. nga bahin sa ilang classroom?
gibuhat sa mga bata sa Central School. Pagkakita Nakita nila ang ilang maestra. Asa dapit nanilhig si Rosa?
ilang eskwelahan? nila sa ilang maestra niingon Nanarapo si Liza? Asa namubo si
sila, “Good morning Mrs. Unsa may ilang gisulti? Mario? Pagkahuman sa ilang
Sa unang adlaw sa klase, Santos. Giagni dayon sila buluhaton, unsa ang gibuhat sa
sayo nga niadto sa pagsulod ug nitabang sila sa Giagni dayon sila pagsulod ug mga bata? Kinsa ang principal?
eskwelahan si Lisa, si Rosa, mga buluhaton. Nanilhig si nitabang sila sa mga buluhaton. Ang janitor?Unsa ang buluhaton
si Mario, ug si Danny. Rosa sa may library area. sa janitor kada adlaw? Kinsa ang
Pagkakita nila sa ilang Unsay gibuhat ni Mario? Rosa? makasulti sa balak nga nakat-unan
maestro niingon sila, Nag-unsa si Rosa? Danny? sa mga bata:
“Good morning Mrs. Nanarapo si Lisa sa bintana. “May unggoy nga dako,
Santos.” Giagni dayon sila Nag-unsa si Liza? Unsa kaha Paghuman sa ilang buluhaton, Gisugo og tabako,
pagsulod ug nitabang sila ang gibuhat ni Mario? gihipos nila ang ilang mga gigamit Nganong nagduko-duko,
sa ilang maestra. Nanilhig dayon nilingkod. Nalipay kaayo Nakakita og usa ka dako.”
si Rosa. Namubo si Mario sa tanom. ang ilang maestra. Taud-taud
Paghuman sa ilang naabot si Mr. Robi Gabilan, ang
Nag-unsa si Rosa? buluhaton, gihipos nila ang principal.
Nanarapo si Lisa sa ilang mga gigamit dayon Kinsa man ang kuyog sa
bintana. Nag-unsa si Liza? nilingkod. Nalipay kaayo ang principal?
Unsa man kaha ang ilang maestra.
gibuhat ni Mario? Si Manong Ben ang iyang kuyog.
Taud-taud, si kinsa ang Siya ang atong janitor.
Namubo si Mario sa naabot?
tanom. Paghuman sa ilang Unsa si Manong Ben?
buluhaton, gihipos nila ang Si Mr. Robi Gabilan, ang
ilang mga gigamit dayon principal sa eskwelahan Katabang nato siya sa paglimpyo
nilingkod. Nalipay kaayo kuyog sa janitor nga si sa eskwelahan. Paglakaw sa
ang ilang maestra. Taud- Manong Ben. Niingon ang bisita, gitudloan sila ug balak ni
taud, naabot si Mr. Robi principal, “Good morning Mrs. Santos. Isulti natong tanan
Gabilan, ang principal sa children!” Nibarog ang mga ang balak.
eskwelahan kuyog sa bata, dayon mi ingon “Good
janitor nga si Manong Ben. morning visitors!” “May unggoy nga dako,
Niingon ang principal, Paglakaw sa bisita, gitudloan Gisugo og tabako,
“Good morning children!” sila ug balak ni Mrs. Santos. Nganong nagduko-duko,
Nibarog ang mga bata, Nakakita og usa ka dako.”
 dayon mi ingon “Good “May unggoy nga dako,
morning visitors!” Gisugo og tabako,
Paglakaw sa bisita, Nganong nagduko-duko,
gitudloan sila ug balak ni Nakakita og usa ka dako.”
Mrs. Santos.

“May unggoy nga dako,

Gisugo og tabako,
Nganong nagduko-duko,
Nakakita og usa ka dako.

Ask: Kinsa ang ngalan sa maestra Ask: Kinsa ang mga tawo nga Ask: Unsay gibuhat ni Mario? Rosa? Ask: Unsa nga lain-laing lugar sa Ask: Diin nahitabo ang estorya?
sa atong estorya? Kinsa ang gihisgotan sa estorya? Danny? Unsa man ang buhat ni classroom nga gihisgutan sa Kinsa ang principal? Unsa ang
mga bata sa estorya? Unsa Mr. Robi Gabilan? Ni Manong estorya? Karon isulti nato ang buhat ni Manog Ben?
The teacher shows pictures balak nga gitudlo ni Mrs.
ang ilang gibuhat? Unsa ang Ben? Unsa may mahitabo kon Unsa ang mga rhyming words
of the characters then asks: Santos.
inyo ikasulti sa mga bata? ang mga tawo nga gihisgotan nga nakita nato sa balak?
Kinsa man ani nila ang unang Sa balak, unsa man nga mga
sa estorya dili mobuhat sa Unsa pa nga mga rhyming
gihisgutan? Kinsa ang unang pulong/words ang pareha ug
ilang trabaho? Ngano man? words ang inyong nahatag
POST READING nakita sa tulo ka bata? Kinsa tingog sa katapusan?
Nitabang ba kamo dinhi sa gahapon? Gawas niining
ang sunod? Ang katapusan? Dako – tabako
atong classroom? Duko – dako tanan aduna pa bay lain?
Kinsa ang makahatag ug duha
ka pulong/words nga
nagrhyme?
bata-lata lobo-tubo
baso-laso piso – liso

 Answer who, what, where  Answer who, what, where  Answer who, what, where and  Answer who, what, where and  Answer who, what, where
LEARNING and why questions. and why questions. why questions. why questions. and why questions.
CHECKPOINTS  Give words that rhyme  Give words that rhyme

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.
TRANSITION
Ten Little Indians
 One. Little two, little 3, little Indians
Four, little five, little six, little Indians
Seven, little eight, little nine, little Indians.
Ten little Indian Boys

The teacher gives clear instruction to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - ShapeMatch - Ania ang duha ka grupo sa mga porma nga lain-lain ug mga kolor. Ipares-pares ang mga porma.
Group 2 - Shape Connect All - Kada usa ninyo magkupot ug 7 ka cards sa lain-lain nga mga shapes. Ang nagkupot og duha ka cards nga pareha ang mouna ug butang sa lamesa. Mosumpay
ang lain kon ang card nga iya gikuptan kapareha sa shape nga nabutang sa lamesa.
Group 3 - Spy Shapes - Mangita kamo og mga butang dinhi sa sulod sa ato nga classroom nga pareha og porma sa butang nga gikuptan sa kamot. Isulod ang mga butang dinhi sa kahon.
WORK PERIOD 2 Group 4 - Shape Hunting - Guntinga ang mga lain-lain nga porma nga naa sa papel.
(40 minutes) Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) in the day. After 6 minutes the teacher will move to Group 2. Then, Group 3,
09:55-10:35 4 and 5. Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7 minutes.
02:55- 03:35 He/She should at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.

Ask: May pangutana ba kamo bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 aduna ba? Kon wala, motindog ang mga liders ug kuhaa diri ang inyong mga boxes/trays.
When the learners are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyud kalimtan nga maghilom samtang nagbuhat mo sa mga buluhaton. Dili pud maglakaw-lakaw o magdagan-dagan. Nasabtan ba?

(The teacher then goes to the first group to start the Teacher-Supervised Activity.)

Attendance Chart Organizing Things Classroom Inventory Classroom Map Number Stations
Competencies Competencies: Competencies: Competencies: Competencies:
 Count objects with one-to-one  Nakapagliligpit ng sariling  Group objects that are alike  Nakaguguhit, nakapagpipinta at  Count objects with one-to-
TEACHER correspondence up to gamit (KAKPS-00-9) (MKSC-00-5) nakapagkukulay ng iba’t ibang one correspondence up to
SUPERVISED quantities of 3 (MKC-00-7)  Sort and classify objects  Sort and classify objects bagay o gawain. quantities of 3 (MKC-00-7)
ACTIVITY  Compare two groups of according to one according to one  Name the places and the things  Tell that the quantity of a set
(The teacher moves objects to decide which is
attribute/property: attribute/property: found in a map of a classroom of objects does not change
from one group to more or less, or if they are
function/use (MKSC-00-6) function/use (MKSC-00-6) (LLKSS-00-2) even though the arrangement
another in facilitating equal (MKC-00-8)
 Combine elements of two sets Materials:  Count objects with one-to-one  Name common objects/things has changed. (MKSC-00-23)
the TSA spending 6-7
using name tags to represent plastic container or shoe box correspondence up to in school. (LLKV-00-1) Materials:
minutes per group)
the concept of addition for each learner, marker, big quantities of 3 (MKC-00-7)  Name the places and the things several boxes with holes (1)
(MKAT-00-3) boxes or trays, paper, masking  Compare two groups of objects found in the classroom. (LLKV- (2) (3) that are in various
tape to decide which is more or less, 00-8) positions, popsicle sticks
  Add quantities up to 3 using Preparation: or if they are equal (MKC-00-8) Materials: Procedure:
name tags (MKAT-00-8) --Give the learners pictures of Materials: Manila paper, scratch papers, 1. Distribute the boxes and the
Recognize and visualize things they need to bring Manila paper, small pieces of pencils, crayons, pictures popsicle sticks.
situations that require (school supplies like pencils, paper with drawings of table, Preparation: 2. Learners work together in
addition and subtraction eraser, crayons, glue, etc. / chair, blackboard, cabinet, Label the map using pencil to putting the correct quantity of
(MKAT-00-14)
personal supplies like cleaning materials, books, show the important areas in the sticks in the holes.
Materials:
toothbrush, comb, toys, etc., marker, pencil classroom to guide the learners 3. Make them observe that
name tags, pocket chart,
powder/cologne, etc.). Procedure: in the actual mapping activity. quantity does not change
number cards 1-3
Procedure: -Label boxes/ containers with 1. Ask the learners to do an Procedure: even if arrangement does.
1. Put all the name tags in the paper, pencils, crayons, art inventory of things in the 1. Ask the learners to look around 4. Note: The learner should be
pocket chart. paper, Manila paper, etc. classroom: table, chairs, the classroom and identify the able to tell that one set of
2. 2Count together the number Procedure: blackboard, cabinets, cleaning areas. counters placed in one-to-one
of learners in the class. 1. Ask the learners to decorate materials, books, toys, etc. 2. Give them a piece of paper and correspondence and then
3. Count all the girls, then boys. and label their shoebox with 2. Count the objects. ask them to draw an area, with rearranged still has the same
4. Compare who have more their name. 3. Record the results on the the things they see there and quantity.
members: the girls or the 2. Tell them to sort their Manila paper. help them label the area.
boys. personal supplies inside the 4. Compare which is more, less, 3. Paste them on the Manila
5. Count all those names that box. or equal. paper.
begin or end with the same
3. Let them organize their school
letter.
supplies in their proper boxes/
6. Ask the learners addition
questions with quantities up to containers.
3
7. Example: Get 2 girls’ names
and 1 boy’s name. How many
names do we have in all?

 Count objects with one-to-one  Sort and classify objects  Sort and classify objects  Name the places and the things  Tell that the quantity of a set
LEARNING correspondence up to according to their according to function/ use found in a map of a classroom of objects does not change
quantities of 3 function/use  Count objects with one-to-one even though the arrangement
CHECKPOINTS
 Know the concept of more or correspondence up to has changed.
less, or equal. quantities of 3.
 Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher-Supervised Activity (TSA) per Work Period in a day. She shall move from one group to
another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity(IA) per Work Period in a day, depending on its complexity. Since the
learners will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare supplementary activities to
be used in case a group will be done ahead of time.

1. TSA (1st group for TSA 1. Shape Connect All 1. I Spy Shapes 1. Shape Hunting 1. Shape Match
2. Shape Match 2. I Spy Shapes 2. Shape Hunting 2. Shape Match 2. TSA (1st group for TSA)
3. Shape Connect All 3. Shape Hunting 3. Shape Match 3. TSA (1st group for TSA) 3. Shape Connect All
4. I Spy Shapes 4. Shape Match 4. TSA (1st group for TS) 4. Shape Connect All 4. I Spy Shapes
5. Shape Hunting 5. TSA (1st group for TSA) 5. Shape Connect All 5. I Spy Shapes 5. Shape Hunting

Shape Match
Competencies:
INDEPENDENT  Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
ACTIVITIES  Sort and classify objects according to one attribute/property: function/use. (MKSC-00-6)
 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 get.
5. Let them record this on their pad paper.
Shape Connect All
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. (MKSC-00-6)
 Identify two to three dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
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 to 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
I Spy Shapes
Competencies:
 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)
Procedure:
1. Ask the learners to draw a big shape on one whole bond paper (circle, triangle, square or rectangle). (Provide models if necessary)
2. The learners will go around the room looking for objects with the same shape as what s/he drew.
3. He/She will draw these objects inside the big shape.
Materials:
paper, pencil
Shape Hunting
Competencies:
 Group objects that are alike (MKSC-00-5)
 Sort and classify objects according to one attribute/property: shape (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)
Procedure:
1. Provide the learners with the materials needed.
2. Let them draw a paper cut-out of the shapes. (Provide models if necessary)
3. They will look for objects around the room with the same shape as what they have.

 Identify two to three dimensional shapes: square, circle, triangle, rectangle

LEARNING  Recognize simple shapes in the environment
 Sort and classify objects according to shape/function.
CHECKPOINTS
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
 The teacher reminds the learners about the time left in Work Period 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.

Ten Little Indians

TRANSITION
One. Little two, little 3, little Indians
Four, little five, little six, little Indians
Seven, little eight, little nine, little Indians.
Ten little Indian Boys

Name Chain I am a Kindergarten. All About Me Count Me In Count and Turn (1, 2, 3)
Competencies: Competencies: Competencies: Competencies: Competencies:
 Nakikilala ang sarili (SEKPSE-  Recognize simple shapes in  Recognize simple shapes in the  Recognize simple shapes in the  Recognize simple shapes in
00-1): pangalan at apelyido the environment (MKSC-00-1) environment (MKSC-00-1) environment (MKSC-00-1) the environment (MKSC-00-1)
(SEKPSE-Ia-1.1)  Identify two to three  Identify two to three  Identify two to three  Identify two to three
 Natatawag ang mga kalaro at dimensional shapes: square, dimensional shapes: square, dimensional shapes: square, dimensional shapes: square,
ibang tao sa kanilang pangalan circle, triangle, rectangle circle, triangle, rectangle (MKSC- circle, triangle, rectangle circle, triangle, rectangle
(KAKPS-00-13) (MKSC-00-2) 00-2) (MKSC-00-2) (MKSC-00-2)
 Use the proper expression in  Identify objects in the  Identify objects in the  Identify objects in the  Identify objects in the
introducing oneself (LLKVPD- environment that has the environment that has the same environment that has the same environment that has the
INDOOR/OUTDOOR Ia-13) e.g., I am/My name is same shape as a sphere, cube, shape as a sphere, cube, shape as a sphere, cube, same shape as a sphere, cube,
GAMES ______ cylinder (MKSC-00-3) cylinder (MKSC-00-3) cylinder (MKSC-00-3) cylinder (MKSC-00-3)
(20 minutes) Procedure:  Nakikilala ang sarili (SEKPSE-  Nakikilala ang sarili (SEKPSE-00-  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o
10:35 - 10:55 1. Sit the learners in a circle on 00-1): pangalan at apelyido 1): pangalan at apelyido anumang pisikal na gawain at anumang pisikal na gawain at
03:35 - 03:55 the floor. (SEKPSE-Ia-1.1) (SEKPSE-Ia-1.1) iba’t ibang paraan ng pag- iba’t ibang paraan ng pag-
2. Choose a learner to start the  Natatawag ang mga kalaro at  Natatawag ang mga kalaro at eehersisyo (KPKPF-00-1) eehersisyo (KPKPF-00-1)
introduction game. ibang tao sa kanilang ibang tao sa kanilang pangalan  Nagagamit ang mga kilos  Nagagamit ang mga kilos
3. The learner says his/her name, pangalan (KAKPS-00-13) (KAKPS-00-13) lokomotor at di-lokomotor sa lokomotor at di-lokomotor sa
paglalaro.
then, introduces the learner  Use the proper expression in  Use the proper expression in paglalaro, pag-eehersisyo o
Procedure:
next to him/her. For example, introducing oneself (LLKVPD- introducing oneself (LLKVPD-Ia- pagsasayaw (KPKGM-Ig-3)
1. Let learners fall in line.
4. “Ako ay si Nita. Si Pablo ang Ia-13) e.g., I am/My name is 13) e.g., I am/My name is  Naipakikita ang panimbang sa
2. Tell them to count and take a
akong tapad.” ______ ______ pagsasagawa ng iba’t ibang
step forward once they say
5. Pablo gives his name and Procedure: Procedure: their number. Like, the first kilos ng katawan, gaya ng
introduces the learner next to 1. Sit the learners in a circle on 1. Sit the learners in a semi-circle child will say ONE and take a paglukso-luksong
him. This is a good way to the floor. on the floor. step. The second child will pahalinhinan ang mga paa
 learn names as well as how to 2. Choose a learner to start the 2. Choose a learner to start the 3. count TWO, then take a step  (skipping), pagtulay nang di
introduce others. introduction game. introduction game. and so on. natutumba sa tuwid na guhit,
3. The learner says his/her 3. The learner says his/her name, 4. Let the learners do it again but pag-akyat at pagbaba sa
name, and level. Then, age and level I am a this time ask them to use USA, hagdanan (KPKGM-00-4)
DUHA, TULO…
he/she introduces the Kindergarten. Then, he/she  Rote count up to 20 (3)
learnernext to him/her on the introduces the learner next to (MKSC-00-12)
left. For example, him/her on the right. For Procedure:
4. Ako si Pedro. I am a example, 1. The learners stomp their feet
Kindergarten. Si Jaime ang 4. Ako si Pedro. I am a as they count, throwing their
naa sa akong wala. Kindergarten. I am 5 years old. arms up in the air to
5. Pedro gives his name, say, “I Si Tess ang naa sa akong tuo. emphasize the last number in
am a Kindergarten and Pedro gives his name, the sequence.
introduces the learner next to level, and age and 2. The learners change
him on the left. introduces the learner directions without losing the
next to him on the left. beat, counting “usa” as they
turn. Usa, Duha (turn) Usa,
Duha, Tulo (turn) and so on.
3.

Use the proper expression in introducing oneself.

LEARNING  Introduce their classmates next to them.

CHECKPOINTS  Perform locomotor and non-locomotor movements.
 Maintain balance in doing different movements.
 Rote count up to twenty.

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.

Hipos
(Where is thumbman?)
TRANSITION
Hipos, hipos, hipos, hipos
Manghipos na ta, manghipos na ta.
Ang papel ug lapis, libro ug krayola
Hiposa na, hiposa na.
 MEETING TIME 3
(5 minutes) Ask: Unsa ang inyong nakat-onan Say: Aniay mga hulagway, ilha Say: Nakat-onan nato karon ang lain- Ask: Unsa gani ang lain-laing bahin Ask: Unsa ang pangalan sa atong
10:55 - 11:00 karon sa atong klase? Kay ninyo kon kinsa sila. lain nga buluhaton sa sulod sa sa atong classroom? Unsa eskwelahan? Unsa ang mga
03:55 - 04:00 daghan ta ug nakat-onan, The teacher shows also pictures of classroom. atong buhaton sa library? Sa lugar nga inyong nakita sa
unsa ang imong gibati? tools. Ask: Kinsa ang manilhig ugma? Ang toilet? Sa washing area? atong eskwelahan? Aduna ba
Ngano man? Ask: Kinsa ang mogamit ani nga tigtrapo sa lamesa? Importante Say: You did great today! kini playground? Gawas sa
Clap your hands together. mga galamiton?” ba nga atong buhaton ang mga Congratulations to all of you. playground unsa pa ang
Say: Mga bata isulti kini: “Ako Say: Ugma kat-onan nato ang lain- buluhaton? Ngano man? The teacher leads the learners into inyong nakita?
Malipayon” laing mga buluhaton sa Say: Ugma inig abot nato sa prayer. Say: It’s a happy day for all of us.
WRAP-UP/ Nahuman na kita sa atong classroom. classroom modiretso na dayon Mga bata ayaw kalimot
QUESTIONS/ACTIVITY klase unya mobalik ta ugma The teacher leads the learners into kita og buhat sa atong pagtabang sa buluhaton sa
puhon prayer. buluhaton. Nasabtan ba? balay. Unya mosimba inig ka
The teacher leads the learners into The teacher leads the teacher into Domingo o sa adlaw nga
prayer. prayer. kinahanglan mosimba.
The teacher leads the children into
prayer.

DISMISSAL ROUTINE
 Song
Goodbye!
Goodbye, goodbye Adios!
You can say it once,
You can say it again.
Goodbye, goodbye Adios!
You can say it once,
You can say it again.
DISMISSAL ROUTINE  Prayer
Shake up up, Shake down down
Shake up and shake down
One big balloon.
I fold my hands.
I bow my head.
I close my eyes to pray.
In the name of the Father, and of the Son…
 Reminders
When we form our lines, no pushing, no running, just walk slowly and carefully.

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