WEEK 3

TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Meeting Ask and answer Rhyme: Ask and answer Children form a Ask and answer Repeat Day 1 Ask and answer Repeat Day 2 Introduce one self Song:
Time questions about One, two, three questions about circle. They pass questions about activities questions about activities Hello, Hello,
oneself and One, two, three oneself and a ball while oneself and oneself and I am (name)_. Hello, How are
others Not too fast others teacher plays others Day 1 rhyme may others Teacher asks I am (age) years you?
Not too slow music. The child be altered with who lives in the old.
Example: One, two, three Example: who holds the Example: the song “Bow, Example: same Brgy. I go to ________ Play:
One, two, three What school do ball when the Bow, Belinda” Where do you The children who Elem. School. Children with the
What is your Face a partner you go to? music stops gets What grade are live? live in the same I’m in Grade 1. teacher form a
name? And say hello. I go to ________ the chance to you in? I live in Brgy. in chorus My teacher is __. big circle.
I am __(name)_. Elementary answer the I’m in Grade I. (brgy./town/city). say; I live in Teacher will start
How old are you? In circle children School. question; What We live in (brgy./town/ city). (to model)
I am (age) years do the “step- school do you go Who is your (brgy./town/city). introduce her/his
old. close-step” dance to? (Children ask teacher? self, saying;
while reciting the in chorus) My teacher is __. I am (name)_.
rhyme. After I am (age) years
saying hello to a The child with the old.
partner they ball answers; I go to ________
exchange I go to ________ Elem. School.
question and Elementary I’m in Grade 1.
answer ie. School. My teacher is __.
• What is your I live in
name? (brgy./town/city).
• How old are
you? Sing: Hello, Hello
• I am name.
• I am (age) If one is unable to
years old. do the task, skip
that child and go
Repeat activity round the circle
until everyone until every one
has the chance to has given the
ask and answer chance to intro-
questions. duce her/his self.
Big Group Nabibigkas ang Awit: Nabibigkas ang Tugma: Nabibigkas ang Laro: Saklolo! Nabibigkas ang Tugma: Nabibigkas ang Laro:
Activities wastong tunog ng Bahay Kubo wastong tunog ng • Pen pen de wastong tunog ng wastong tunog ng • Tiririt ng Maya wastong tunog ng • Saklolo!
titik b, m titik p, d sarapen titik a Maghanda ng titik t, k (Adarna Vol. 5) titik g, e • Hulaan
Bigkasin ang (Adarna Vol. 5) mga salita sa • Tong, Tong,
Nakikilala ang tunog /b/. Ipaulit Nakikilala ang Nakikilala ang flash card. Nakikilala ang Tong Nakikilala ang
malaki at maliit ito ng ilang beses malaki at maliit malaki at maliit Halimbawa: malaki at maliit (Adarna Vol. 5) malaki at maliit
na titik b, m habang nakapikit na titik p, d na titik a baba, dama, na titik t, k na titik g, e
ang mga bata. mata, paa, apa, Pagbabakat ng
Nababakat ang Nababakat ng Nababakat ang Ada Nababakat ng malaki at maliit Nababakat ng
malaki at maliit malaki at maliit malaki at maliit malaki at maliit na titik t, k malaki at maliit
na titik b, m na titik p, d na titik a na titik t, k na titik g, e

Week 3 P. 13
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Naisusulat ang Magpakita ng Naisusulat ang • Pedro Naisusulat ang Maghanda rin ng Naisusulat ang Tugma: Naisusulat ang Awit:
malaki at maliit magkahiwalay na malaki at maliit Penduko malaki at maliit mga letter cards malaki at maliit • Tatay, Tatay malaki at maliit Ang Maliliit na
na titik b, m larawan ng bahay na titik p, d na titik a na makabubuo na titik t, k Ko na titik g, e Gagamba
kubo at batang Pedro ng mga pantig Kay sipag ng
babae. Penduko Nakabubuo ng gamit ang titik b, tatay ko Nakabubuo ng Ang maliliit na
Ipasabi sa mga Kumain ng mga pantig na m, p, d. Nanay, nanay mga pantig na gagamba
bata ang nasa tuyo ginagamit ang ko ginagamit ang Umakyat sa
larawan (bahay Di naliligo titik b, m, p, d, a Ipakilala ang Aa. Kay bait ng mga titik na sanga
kubo, bata, Iniwan ng Sabihin ang nanay ko napag-aralan na Dumating ang
babae) kalaro Nababasa ang tunog. Ipaulit sa • Ang matanda ulan
Pag-usapan ang mga nabuong mga bata. kahit kuba Nababasa ang Nabasa sila
unang tunog ng Laro: pantig Ipabakat ang Sapilitang mga nabuong Bumuhos ang
mga larawan. Pusa’t Daga malaki at maliit titindig upang pantig ulan
Magpasabi ng Nakabubuo ng na titik Aa. kumendeng Tinangay sila
mga salita at Kuwento: mga salita Ipasulat ang titik. Sumikat ang
pangalan ng tao, Si Hinlalaki Sabihin ang araw
bagay, hayop, (Adarna Vol. 3) Nababasa ang Laro: “Saklolo” tunog ng titik Tt. Natuyo sila
halaman at gulay mga nabuong Ipaulit sa mga Ang maliliit na
na nagsisimula sa Magbanggit ng salita Maglagay ng mga bata. Ipabakat gagamba
tunog /b/. mga salitang salitang ang titik. Ipasulat Ngayon ay
nagsisimula sa nakasulat sa ang titik. masaya.
Isulat ang malaki /p/ tulad ng pen- flash cards sa
at maliit na titik Bb pen, pedro hagdan ng bahay Bigkasin ang Ilahad ang titik
sa hangin habang penduko. na kunwari’y tugma “Tong, Gg. Sabihin ang
sinasabi ang nasusunog. Tong” ng tunog nito.
tunog /b/. Ilahad/Ipakita ang sabayan. Magbigay ng mga
titik Pp. Sabihin Bawat bata bilang salitang nagsi-
Ipabakat ang titik ang tunog. bumbero ay Awitin ang tugma simula sa titik Gg.
Bb gamit ang Ipaulit sa mga kailangang na may wastong Ipaulit sa mga
krayola. bata. Ipasulat sa makabasa ng kilos. bata. Ipabakat
hangin ang titik isang salita para ang malaki at
Ipadugtong ang Pp. Ipabakat ang makatulong sa maliit na titik Gg.
guhit upang malaki at maliit pagpatay ng apoy Magbigay ng mga Ipasulat ang mga
mabuo ang titik na titik Pp/Dd. at pagligtas ng bagay titik Gg.
Bb Ipasulat ang titik. mga kagamitan. nagsisimula sa Pagdugtungin
Ulitin ang gawain titik t, k. ang mga tuldok
Ipasulat ang titik para sa titik Dd. Pagsigaw ng upang mabuo
Bb guro ng Saklolo! ang titik Gg.
Ipasulat ang titik Magsisimulang
Ipaawit muli ang Pp at Dd gamit magligtas ng mga Halimbawa:
“Bahay Kubo” ang krayola. kagamitan at
Pag-usapan ang magpatay ng
mga salitang apoy ang mga
nagsisimula sa bata. Babasahin
tunog /m/ (munti, ang nasa flash
mani, meron, card at uupo
mustasa). pagkatapos. Ulitin ang gawain
sa titik Ee.

Week 3 P. 14
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Maaaring Gamit ang letter
magpakita ng cards, bumuo ng
ilang larawang pantig o salita at
nasisimula sa titik ipabasa.
Mm. Ipasabi ang Maaaring
tunog /Mm/. maglaro kung
Magpabangit ng sinong grupo
mga salita at amg maraming
pangalan na Magpakita ng mabuong salita,
nagsisimula sa mga larawan na siya ang panalo.
Mm. nagsisimula sa
titik p at d.
Ulitin ang gawain Sabihin kung
sa pagsulat. anong tunog ang
Maaring bumilang simula ng
habang larawan.
nagsusulat sa
hangin.
Supervised Naipapakita ang Hayaang Naipakikita ang Ulitin ang gawain Naipakikita ang Ipakita ang Naipakikita ang Ipakita ang Naipakikita ang Magdasal
Recess wastong gawi sa maghanda ng wastong gawi sa sa Day 1. Bigyan wastong gawi sa wastong wastong gawi sa pagkain/pahigop wastong pag- pasasalamat sa
hapag-kainan sariling inumin hapag-kainan ng pagkakataon hapag-kainan paggamit ng pagkain nang walang uugali sa pagkain pagkain.
(desk/mesa) ang bawat bata. (desk/mesa) ang ibang bata. (desk/mesa) kutsara at tinidor. • Kumakain ingay. • pag-iwas sa Ipaalala sa mga
• Naghahanda Magpasalin ng • Naghahanda Ipaalala na • Wastong Gamitin ang nang walang Pansinin ang pagsasalita bata na iwasan
ng sariling tubig mula sa ng sariling maging maingat paggamit ng pagkakataon na gaanong ingay batang kung may ang magsalita
inumin pitsel. inumin/ sa paghahanda/ kutsara at maituro ang Halimbawa: nakasusunod dito laman ang kung puno ang
• Maingat na Ipaalala na pagkain pagsasalin/ tinidor konsepto ng pagnguya at bigyan ng bibig bibig.
nagsasalin ng ugaliin ang • Pagsasalin/ palilipat ng kaliwa at kanan. paghigop magandang • pagpapasala-
tubig kumain na may Paglilipat ng inumin at pagkain Maging maingat puna. mat sa pagkain
nakahandang inumin/ upang hindi para sa mga left- .
inumin. pagkain matapon at handed na bata.
maaksaya. Hayaan sila kung
saan sila
masaya/
komportable.
Small Nalilinang ang Pagbubuo ng mga Nalilinang ang Ulitin ang gawain Nalilinang ang I.D. Making Nalilinang ang Ulitin ang gawain Nalilinang ang Ulitin ang gawain
Group fine motor titik Bb at Mm na fine motor sa unang araw. fine motor (PEHT) fine motor sa unang araw. fine motor sa unang araw.
Activities coordination gamit ang coordination coordination coordination coordination
sumusunod: Paglilimbag gamit Laro: Pangkatang- Bumuo ng pantig
Pagbuo ng • butil ng mais Pagbuo ng ang Paa Pagbuo ng Finding Their Pagbuo ng Gawain Pagbuo ng na napag-aralan
malaki at maliit • butones malaki at maliit (Footprinting) malaki at maliit Own Name malaki at maliit Pagbuo ng titik malaki at maliit na sa tulong ng:
na titik b, m • blocks na titik p, d (PEHT) na titik a na titik t, k gamit ang mga na titik g, e • Sand table
• cubes, Pagbubuo ng sumusunod: • Mga bato
at iba pa Paglilimbag gamit Nakabubuo ng pantig at mga • maliliit na bato Nakabubuo ng • Mga buto
ang kamay/daliri mga pantig na salita na • buto mga pantig na • Ginupit na titik
(Hand/Fingerprint ginagamit ang ginagamit ang • butones at iba ginagamit ang
ing) Cooperative titik b, m, p, d, a kagamitan sa pa mga titik na
Hands unang araw napag-aralan na

Week 3 P. 15
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Pagtatahi ng mga • Bawat bata ay Nasusulat ang Ipasulat ang mga Idikit sa papel Nasusulat ang Ipasulat ang mga
titik (b, m, at iba lalahok sa mga nabuong nabuong pantig. ang binuong titik. mga nabuong nabuong pantig.
pa) sa kartong paggawa ng pantig pantig Bumuo ng mga
may butas gamit hand painting. Ipasulat ang mga Pagsulat sa mga salita. Ipasulat
ang sintas ng • Pipili ang bata nabuong pantig titik gamit ang Nakabubuo ng ang mga
sapatos o tali ng kanyang na magkakatulad. krayola. mga salita nabuong salita.
kulay, brush at
Paggupit/pag- pintura. Salungguhitan Nasusulat ang Pagpangkat-
punit ng papel • Ang hand ang nabuong mga nabuong pangkatin ang
painting ay pantig sa mga salita mga salitang
Pagkukulay ng dapat salita. magkakatulad at
mga larawang magkarugtong. di-magkakatulad.
nagsisimula sa Guro ang Halimbawa:
titik Bb at Mm magsisimula. Ipasulat ang mga
• Pagmasdan mata salitang
Pagbakat ng titik kung sino at magkakatulad.
Bb at Mm. kanino bao
idinudugtong
Pagdugtungin ng bata ang
ang mga tuldok kanyang gawa.
sa pagbuo ng titik • Sino ang
Bb at Mm. mapili? Sino
ang
Pagsulat ng nahirapang
unang titik ng dumugtong?
larawang • Ipalarawan sa
ipapakita na mga bata ang
nagsisimula sa kanilang
titik Bb at Mm. ginawa.
• Pag-usapan
kung ano ang
sinasagisag ng
kanilang
ginawa.
• Ganyakin ang
mga bata.
• Isulat ang
pangalan nila
sa ibaba/ilalim
ng kanilang
inilimbag.
• Ipaskil ang
ginawa ng mga
bata upang
makita ang
cooperative
hands.

Week 3 P. 16
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Story Time Listen attentively Rhymes: Listen attentively Rhyme: Nakikilala ang Awit: Nakikilala ang Kuwento: Recite a 4-line Children will
to rhymes/poems/ “Little Miss to rhymes/poems/ Here’s a bubble mga salitang Ikot, ikot, ikot, ikot mga salitang • Si Dilat, Si rhyme/poem/ recite rhyme/
jingles Muffet” jingles Here’s a bubble magkasintunog Ikot, ikot, hila, hila magkasintunog Kindat, Si jingle poem/jingle they
Sat on a tuffet, Example: Big and round sa isang tula/ Pok! Pok! Pok! sa isang kuwento Kurap, Si Pikit learned with
eating her curds • Fly, Fly, Fly the Small and round jingle Gupit nang gupit (Adarna Vol. 4) action
and whey. butterfly See it floating at tahi nang tahi • Kain, Kumain,
Along came a • Rain, Rain Go gently gupit nang gupit Kinain Choral recitation
spider, and sat Away See it floating at tahi nang tahi (Adarna Vol. 4) of poem learned
down beside her, gently ikot, ikot, ikot, ikot
and frightened To the ground ikot, ikot, hila, hila Pagtambalin ang Complete
Miss Muffet To the ground Pok! Pok! Pok! mga salitang unfinished lines
away. magkasintunog. of poems/rhymes
Recall of the Aawitin ng: learned
Jack be nimble rhymes learned in • maliit na boses
Jack be quick Day 1. • regular na
Jack jump over boses
the candlestick. Let the pupils do • malagong na
some actions as boses
Red, white and they listened to
blue, Stars over the rhyme. Kuwento:
you, Mama said, The Elves and
Papa said, “I love the Shoemaker
you.”

Song:
Jesus loves the
little children
All the children of
the world
Red and yellow
Black and white
They are
precious in His
sight
Jesus loves the
little children of
the world.
Big Group Develop visual Rhymes: Develop visual Recite the poem: Develop visual Song: Develop visual Cut a piece of Develop visual Let 5 pupils fall in
Activities discrimination • Red, White discrimination Draw a square discrimination I’m a Little Teapot discrimination stick into various discrimination line. Let others
skills and Blue skills Draw a square skills (PEHT) skills lengths. The skills identify who is
• Green & (2x) children identify first and who is
• Similarities and Yellow, who • Similarities and Shaped like a tile • Similarities and Collect pictures of • Similarities and the shortest and • Similarities and last.
differences as likes mango? differences as floor. differences as elephants, lions, differences as the longest differences as
to color • Sour & sweet, to shape Draw a square to size giraffes, monkeys to length and to position Repeat the
you like to eat. (2x) and calendars or height exercises using
All with corners coloring books. objects.
four Encourage the
children to sort

Week 3 P. 17
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Song: Draw a triangle the pictures into Let pupils Show picture
Jesus Loves the Draw a triangle labeled baskets. compare two drawn on the
Little Children (2x) For example, one objects of board or
With corners basket may be for extreme lengths individual cards.
Ask children to three big animals and for long/ short Let the children
touch the color another for small identify the
as mentioned in Draw a triangle animals Let pupils picture that
their rhymes and (2x) compare two moves in a
song. Draw it just for Comparing two objects of different direction
May also talk me objects of relatively different
about their Draw a circle extreme sizes for lengths for Identify objects/
favorite colors Draw a circle (2x) big/small longer/ shorter pictures that are
and why. Made very round similar/different in
Draw a circle (2x) Comparing two Show three position.
Identifying object No corners can objects of objects of
inside the room be found different sizes for different lengths Example:
colored: bigger/smaller for longest/
• red Identifying things shortest
• yellow inside the Comparing 3
• blue classroom based objects of Have a field trip
• green on their shape different sizes for (within the school
• orange • sorting all biggest/ smallest campus) and let
circular objects pupils get
Ask them to pair • sorting all samples of
with classmates triangular objects to
whose color objects compare as to
choice is the • sorting all height and length.
same. rectangular
objects
Game: • sorting all
Place three bags square objects
labeled/colored
red, yellow, and Drawing different
blue and a variety shapes
of colored blocks
on a table.

Children sort the

blocks by placing
it in the
corresponding
bags. The group
with most number
of blocks
correctly placed
in the bag wins.

Week 3 P. 18
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Indoor/ Play with Play: Play with Play: Play with Bubbling can be Play with Game: Play with Game:
Outdoor enjoyment Same or Different enjoyment Shape-grouping enjoyment repeated/used enjoyment “Longest Line” enjoyment Walking
Activities Colors game Scarecrow
Follow direction/ (PRB) Follow direction/ Follow direction/ School tour to Follow direction/ “Open the Follow direction/ (PEHT)
instruction instruction Bubbling (make instruction observe sizes of instruction Basket” instruction
Materials: soap suds using plants and things Group Dance
Show Art paper of Show gumamela leaves Show around. Show Children are Show
sportsmanship in different colors, sportsmanship in extracts, add food sportsmanship in sportsmanship in grouped into 3. sportsmanship in Class is divided
playing sticks playing colorings) playing Game: playing Two children hold playing into groups.
Collecting objects hands with the Each group
• Flowers – red Teacher prepares that are big or other child in the decides on the
gumamela, soap bubble small, long and middle. When games they want
yellow bell, mixture for each short, rough and the leader says to play.
violeta, orange child. Prepare it smooth “Open the
amarillo, ilang- in small plastic basket,” the child Game:
ilang container w/ Indoor Game: at the center runs Let the children
• Vegetables – looped plastic Children are and looks for a form a circle.
carrot, squash, straw or wire with given puzzles of basket/another Give a ball to the
sayote, violet loops for the different kinds – group. The child children and tell
camote tops children to blow animals, who doesn’t them to pass the
• Fruits – red bubbles. numbers, letters belong to a group ball around as
apples, is the “It.” they sing a
guavas, Let the children Each group familiar song.
sunkist orange, play/make their worked Indoor Game:
brown own bubbles. cooperatively on Guessing Game The pupil who
sampaloc, ripe the puzzles. has the ball when
mangoes Shape puzzle Halimbawa: the song ends will
(PEHT) Maliit na hayop either sing, recite
Mount art paper May dalang ilaw a poem or tell
(different colors) Game: Paikot-ikot sa something about
in a cardboard & Drop the mga halaman him/herself.
staple it on a Handkerchief Sino ako?
piece of stick –
about 3 inches Give specific
long direction on how
the game is to be
Ask children (as played
many as the
sticks) to hold Games:
each stick with art “Patintero”, “Piko”
paper.
Teacher gives the
Set music and direction to the
have the children pupils.
with sticks march
around the room.

Week 3 P. 19
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
When the music
stops the other
children will get
any object from
the table & pair
off w/ pupil
holding same
colored paper.
• (Ex.) A pupil
will get a red
apple & pair off
with the pupil
holding red
paper. If they
have the same
color, they will
march
together.
Those who
have different
color, (Ex.) a
green ilang-
ilang & a
yellow paper
will sit down &
wait for the
next round.
• Repeat the
game until all
the children
are able to
match same
color of objects
& art paper.

Week 3 P. 20