Daily Lesson Plan for Kindergarten

Quarter 4, Week 1-Day 1

Monday

Content Standards:
The child demonstrates an understanding of characteristics and needs of animals
and how they grow.
Performance Standards:
The child shall be able to communicate the usefulness of animals and practice ways
to care for them.

MELC: Name common animals.(PNEKA-le-1)

Observe, describe, and examine common animals using their senses.(PNEKA-
lllh-2)
Identify the needs of animals.(PNEKA-lllg-5)
Identify ways to care for animals.( PNEKA-lllg-6)
Identify and describe how animals can be useful.(PNEKA-lllg-7)
HG MELC: Demonstrate abilities and willingness to take part in school or
community
activities.

Content Focus: We have animals in the environment.

Message: We have animals in the environment.

Arrival Time: (8:00 – 8:10)

Arrival Routine (Prayer, greetings, daily exercise, songs/poems, etc)

Meeting Time 1: (8:10 – 8:20)

Meeting Time Routine
Review the concepts learned the previous week/day.
Introduction of message for the day by asking the
guide
questions below:
 What animals found in our environment?
 What animals you have at home?
Work Period 1: (8:20 – 9:05) Integrate reading of simple words like name of
animals.

Teacher Supervised:

Animals in the Community

Materials: ¼ Oslo or bond paper, coloring materials, scissors
Procedure:
1. Have learners think of animals that they see in their community or have
seen before. Animals that they have only seen in pictures/video can also be
included.
2. Let them draw these on the ¼ Oslo or bond paper.
3. Allow the learners to cut around the outline of the animals they drew.
Independent Activities:

1. Play dough Animals/My Favorite Pet (Create animals using junk

materials.)
 Materials: playdough, popsicle sticks, small boxes, other art materials
Procedure:
1. Let the learners mold animals out of playdough.
2. Encourage them to also build the habitat of the animals: forest, farm,
ocean, etc.

2. Connect Animal Parts

Materials: cut-outs of different body parts of animals
Procedure:
1. Put the cut-out body parts in corresponding boxes labeled head, body, tail,
wings, etc.
2. Let the learners connect the cut-out body parts to form the animals.

3. Word Box (Match animal name in word card to picture)

Materials: 2 boxes, paper strips were names of mother animals and
their young are written, pocket chart
Procedure:
1. Place a set of names of mother animals and their young in separate boxes.
Use the names in the song “Animals and their Young” (Nanay at Inakay).
2. Learners take turns picking out a card from the mother animals box,
spelling aloud the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it
beside the name of the mother animal.

4. Animal Food Match

Materials: reusable chart, yarn, names of animals, pictures of animal
food
Procedure:
1. Use a reusable chart.
2. Let the learner match the animals to the food they eat.

Meeting Time 2: (9:05 – 9:15)

Riddle: What animal says mooo mooo? Quack quack? Meow meow?
Write pupils’ answers written on the board or ready-made word strips
and let them read.
Baka (cow) pato (duck, bebe) iring (cat, pusa)

Supervised Recess: (9:15 – 9:30)

Snacks time (Teacher-Supervised)
Tamang paghuhugas ng kamay bago at pagkatapos kumain.
Tamang pagtatapon ng kalat sa basurahan.

Quiet Time: (9:30 – 9:40)

Let the learners present their work
Stories/Rhymes/Poems/Songs: (9:40 – 9:55) Song for GSP Integration:
Trash is Blowing All Around
(Tune of London Bridge)

Trash is blowing all around, all around all around,

Trash is blowing all around
Around our room.
 Let’s get busy, pick it up,
Pick it up, pick it up,
Let’s get busy pick it up,
Around our room.

Here’s a trash bag/box/can, put it in,

Put it in, put it in.
Here’s a trash bag/box/can, put it in,
Around our room.

Work Period 2: (9:55 – 10:35) Refer to KTG Q4, pages 519 – 522 or pages 537-539

Teacher Supervised:

Animal Boat 1-10 (counting groups of 2)

Materials: ¼ Manila paper, markers
Procedure:
1. Play the boat is sinking but use instead “The ark is moving” (may have a
short explanation on connection of the story to animals)
2. After a few rounds, discuss how the animals can be grouped equally inside
boats by using drawings. - If there were 2 boats and 8 animals, how many
animals will be in each group? - How about if there were 2 boats and 10
animals? -
3 boats and 9 animals?
3. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
4. Ask the learners to draw 5 boats on the paper.
5. Then they will draw two animals in each boat and write the numeral 2
inside it. (Do this again for 4, 6, 8, 10).

Independent Activities:

1. Counting by twos
Materials: reusable pictures of 5 logs with numbers on it (2, 4, 6, 8, 10)
and 30 frogs
Procedure:
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.
2. Eggs in the Nest
Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it.
(Do this again for 4, 6, 8, 10).

3. Modified Fishing Game

Materials: Fish with numbers on it, cards with table of 2 number
sentence on it, and fishing rod
Procedure:
1. Group the children. Place the fish on the floor.

2. Each child take turns to pick up a card.

 3. She/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.

4. Five in a Row
Materials: 10 picture cards of animals with tails of varied length.
Note: children can manipulate the tails attached to the picture cards.
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until
they are able to arrange 5-10 picture cards according to a given attribute.

Indoor/Outdoor Games: (10:35 – 10:55)(Refer to KTG Q4,pages 523)

Animal Sound Game

Meeting Time 3: (10:55 – 11:00)

 Learners identify common animals.

 Dismissal Routine

Daily Lesson Plan for Kindergarten

Quarter 4, Week 1-Day 2
Tuesday

Content Standards:
The child demonstrates an understanding of characteristics and needs of animals
and how they grow.
Performance Standards:
The child shall be able to communicate the usefulness of animals and practice
ways to care for them.

MELC: Name common animals.(PNEKA-le-1)

Observe, describe, and examine common animals using their senses.(PNEKA-
lllh-2)
Identify the needs of animals.(PNEKA-lllg-5)
Identify ways to care for animals.( PNEKA-lllg-6)
Identify and describe how animals can be useful.(PNEKA-lllg-7)
HG MELC: Demonstrate abilities and willingness to take part in school or
community
activities.

Content Focus: We have animals in the environment.

Message: Animals help us in different ways.

Arrival Time: (8:00 – 8:10)

Arrival Routine (Prayer, greetings, daily exercise, songs/poems, etc)

Meeting Time 1: (8:10 – 8:20)

Meeting Time Routine
Review the concepts learned the previous week/day.
Introduction of message for the day by asking the
guide
questions below:
 How do animals help us?
 Animals provide food. Animals help people at
work. Animals can be our friends(pets)
Work Period 1: (8:20 – 9:05) Integrate reading of simple words like name of animals
,and their uses.
Teacher Supervised:

Matching Animals to their Uses

Materials: reusable chart, yarn, names of farm animals, pictures of
uses of animals (e.g. egg, milk, meat, kalesa,)
Procedure:
1. Use a reusable chart (see sample) and the learners will match the farm
animals to the things they give or do for us.

Independent Activities:

1. Connect Animal Parts

Materials: cut-outs of different body parts of animals

 Procedure:
1. Put the cut-out body parts in corresponding boxes labeled head, body, tail,
wings, etc.
2. Let the learners connect the cut-out body parts to form the animals.

2. Play dough Animals/My Favorite Pet (Create animals using junk

materials.)
Materials: playdough, Popsicle sticks, small boxes, other art materials
Procedure:
1. Let the learners mold animals out of playdough.
2. Encourage them to also build the habitat of the animals: forest, farm,
ocean, etc.

3. Animal Food Match

Materials: reusable chart, yarn, names of animals, pictures of animal
food
Procedure:
1. Use a reusable chart.
2. Let the learner match the animals to the food they eat.

4. Word Box (Match animal name in word card to picture)

Materials: 2 boxes, paper strips were names of mother animals and
their young are written, pocket chart

Procedure:
1. Place a set of names of mother animals and their young in separate boxes.
Use the names in the song “Animals and their Young” (Nanay at Inakay).
2. Learners take turns picking out a card from the mother animals box,
spelling aloud the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it
beside the name of the mother animal.

Meeting Time 2: (9:05 – 9:15)

Questions: What do animals give us?

Supervised Recess: (9:15 – 9:30)

Snacks time (Teacher-Supervised)
Tamang paghuhugas ng kamay bago at pagkatapos kumain.
Tamang pagtatapon ng kalat sa basurahan.

Quiet Time: (9:30 – 9:40)

Let the learners present their work
Stories/Rhymes/Poems/Songs: (9:40 – 9:55)
 STORY: SI DODING DAGA

Usa ka adlaw niana. Sayo kayo nga nag-abre si Dok Doding Daga sa iyang
Klinika.Pagtan-aw niya natingala siya sa iyang nakita tungod kay taas na kaayo ang pila sa
iyang mga pasyeteng hayop nga gusto magpatambal niya. Ang una sa pila ay si Dodong Baki
kay napiang ang tiil kay agig nag-ambak-ambak. Ikaduha, si Dina Agila,dili makalupad kay
nasangit ang iyang pako sa sanga sa kahoy. Ikatulo,Dara Halas natunok iyang dila sa gikaon
niyang isda samtang nagkamang-kamang. Ang ikaupat sa pila, si Dante Kabaw nga gisakitan
sa tiyan og naglisod maglakaw,paghuman niyang aksidenteng nakaon ang daot/lata nga
buongon na nasagol sa sagbot nga iyang gikaon. Panglima ug katapusang gitabangan ni Dok
Doding Daga ay si Digong Dugong nga giadto pa niya sa daplin sa dagat para tambalan ang
nasamad niyang palikpik,nga nasangit paghuman niya og sunod-sunod sa bangkang dalag
samtang siya galangoy.Gikapoy na kaayo si Dok Doding Daga atong adlawa.Nagpasalamat siya
sa Diyos tungod kay natabangan niya ang tanan niyang mga kahigalaan nga nagkinahanglan.

Pre-reading: Nakaadto na ba mo sa Klinika?

Nag-unsa man mo didto?
During reading: Kang kinsang Klinika ang giadtuan nila?
Nga-unsa ang mga hayop didto sa Klinika ni Dok Doging Daga?
Post reading: Unsay ulohan sa istorya?
Kinsa ang mga tauhan/karakter sa istorya?
Nag-unsa ang mga hayop sa Klinika ni Dok Doding Daga?
Gi-unsa pagtabang ni Dok Doding Daga ang mga hayop?
Kung ikaw naay bation sa lawas unsa imong buhaton?

Work Period 2: (9:55 – 10:35) Refer to KTG Q4, pages 519 – 522 or pages 537-539)
Teacher Supervised:
Butterfly Wings
Materials: butterfly template, 10 spots, glue
Procedure:
1. Give learners a picture of a butterfly and 10 spots.
2. The learner will divide the 10 spots equally in the 2 wings of the butterfly.
3. The learners will write the numeral below the dots.
4. The teacher will walk through the student in understanding that when 10
dots are divided in two, the answer is 5.

Independent Activities:
1. Eggs in the Nest
Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it.
(Do this again for 4, 6, 8, 10).

2. Counting by twos

Materials: reusable pictures of 5 logs with numbers on it (2, 4, 6, 8, 10)

and 30 frogs
Procedure:
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.
 3. Five in a Row
Materials: 10 picture cards of animals with tails of varied length.
Note: children can manipulate the tails attached to the picture cards.
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until
they are able to arrange 5-10 picture cards according to a given attribute.

4. Modified Fishing Game

Materials: Fish with numbers on it, cards with table of 2 number
sentence on it, and fishing rod.
Procedure:
1. Group the children. Place the fish on the floor.
2. Each child take turns to pick a card.
3. She/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.

Indoor/Outdoor Games: (10:35 – 10:55) (Refer to KTG Q4,pages 523-524)

Animal Relay
Meeting Time 3: (10:55 – 11:00)

Dismissal Routine

Daily Lesson Plan for Kindergarten

Quarter 4, Week 1-Day 3
Wednesday

Content Standards:
 The child demonstrates an understanding of characteristics and needs of animals
and how they grow.
Performance Standards:
The child shall be able to communicate the usefulness of animals and practice ways
to care for them.

MELC: Name common animals.(PNEKA-le-1)

Observe, describe, and examine common animals using their senses.(PNEKA-
lllh-2)
Identify the needs of animals.(PNEKA-lllg-5)
Identify ways to care for animals.( PNEKA-lllg-6)
Identify and describe how animals can be useful.(PNEKA-lllg-7)
HG MELC: Demonstrate abilities and willingness to take part in school or
community activities.

Content Focus: We have animals in the environment.

Message: We take care of animals. We call these animals pets.

Arrival Time: (8:00 – 8:10)

Arrival Routine (Prayer, greetings, daily exercise, songs/poems, etc)

Meeting Time 1: (8:10 – 8:20)

Meeting Time Routine
Review the concepts learned the previous week/day.
Introduction of message for the day by asking the
guide
questions below:
 What animals you have at home?
 What animals can we take care of?
 What do we call animals that we take care of in our
homes?
Work Period 1: (8:20 – 9:05)

Teacher Supervised:

Favorite Pet Survey

Materials: pieces of paper, pencil, Manila paper, marker
Procedure:
1. From the list of animals that can be taken care of as pets, let each learner
choose their favorite.
2. They will draw this animal or write their name on a piece of paper.
3. Make a tally of the class’ favorite pet after all the learners have chosen one.
4. Ask the learners to look at the graph and answer the following questions:
5. Which animal was the most popular choice for a pet?
6. Which was the least popular?
7. Do the numbers add up to the number of learners in the class?

Independent Activities:

1.Animal Food Match

Materials: reusable chart, yarn, names of animals, pictures of animal
food
 Procedure:
1.Use a reusable chart.
2.Let the learner match the animals to the food they eat.

2.Word Box (Match animal name in word card to picture)

Materials: 2 boxes, paper strips were names of mother animals and
their young are written, pocket chart
Procedure:
1. Place a set of names of mother animals and their young in separate boxes.
Use the names in the song “Animals and their Young” (Nanay at Inakay).
2. Learners take turns picking out a card from the mother animals box,
spelling aloud the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it
beside the name of the mother animal.

3.Connect Animal Parts

Materials: cut-outs of different body parts of animals
Procedure:
1. Put the cut-out body parts in corresponding boxes labeled head, body, tail,
wings, etc.
2. Let the learners connect the cut-out body parts to form the animals.

4. Play dough Animals/My Favorite Pet (Create animals using junk

materials.)
Materials: playdough, popsicle sticks, small boxes, other art materials
Procedure:
1. Let the learners mold animals out of playdough.
2. Encourage them to also build the habitat of the animals: forest, farm,
ocean, etc.

Meeting Time 2: (9:05 – 9:15)

Pantomine: Pet Ko,Hula Mo
Mga Hayop sa Paligid
Ako`y may apat na paa Damo sa bakuran
Bunto`t at dalawang tenga Pagkain ko araw-araw
Aw,aw,aw ang tahol ko Sa Matulis kong sungay
Tumatakbo ang mga tao Mee,mee,takot ang
kaaway
Sino ako?______________ Sino ako?________

Dalawa ang paa ko Tubig na malinaw

Dalawang pakpak saka ulo Ang aking tirahan
Sa sapa ay kay saya Pag ako`y lumalangoy
Quack,quack langoy na kita Buntot ko`y gumagalaw
Sino ako?_____________ Sino ako?_____________

Supervised Recess: (9:15 – 9:30)

Snacks time (Teacher-Supervised)
Tamang paghuhugas ng kamay bago at pagkatapos kumain.
Tamang pagtatapon ng kalat sa basurahan.
Quiet Time: (9:30 – 9:40)
Let the learners present their work
Stories/Rhymes/Poems/Songs: (9:40 – 9:55)

The teacher used the same story on day 2 using Animal Puppetry

Work Period 2: (9:55 – 10:35) Refer to KTG Q4, pages 519 – 522 or pages 537-539

Teacher Supervised:

Chicken Feet (counting groups of 2)

Materials: paper (folded into 6 rows), crayons or pencils
Procedure:
1. Ask the learners to draw a hen on the first row.
2. Ask, “How many feet do you see?” Ask the learners to write the quantity of feet at
the right most part of the row.
3. Ask the learners to draw 2 hens on the second row.
4. Ask, “How many feet do you see on two hens?” Ask the learners to write the
quantity of feet at the right most part of the row.
5. Continue procedure until learners have drawn 5 hen and have written the total
number of feet they see on 5 hens.
6. On the last row, ask learners to write the numbers in sequence as they have
written in each row: 2 4 6 8 10

Independent Activities:

1. Five in a Row
Materials: 10 picture cards of animals with tails of varied length .
Note: children can manipulate the tails attached to the picture cards.
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until
they are able to arrange 5-10 picture cards according to a given attribute.

2. Modified Fishing Game

Materials: Fish with numbers on it, cards with table of 2 number
sentence on it, and fishing rod
Procedure:
1. Group the children. Place the fish on the floor.
2. Each child take turns to pick up a card.
3. She/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.

3. Eggs in the Nest

Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
 2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it.
(Do this again for 4, 6, 8, 10).

4. Counting by twos
Materials: reusable pictures of 5 logs with numbers on it (2, 4, 6, 8, 10)
and 30 frogs
Procedure:
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.

Indoor/Outdoor Games: (10:35 – 10:55) (Refer to KTG Q4,pages 523-524)

Pet Stations
Meeting Time 3: (10:55 – 11:00)

*Learners share the different ways of taking care of animals.

*Dismissal Routine

Daily Lesson Plan for Kindergarten

Quarter 4, Week 1-Day 4
Thursday

Content Standards:
The child demonstrates an understanding of characteristics and needs of animals
and how they grow.
Performance Standards:
The child shall be able to communicate the usefulness of animals and practice ways
to care for them.

MELC: Name common animals.(PNEKA-le-1)

Observe, describe, and examine common animals using their senses.(PNEKA-
lllh-2)
Identify the needs of animals.(PNEKA-lllg-5)
Identify ways to care for animals.( PNEKA-lllg-6)
Identify and describe how animals can be useful.(PNEKA-lllg-7)
HG MELC: Demonstrate abilities and willingness to take part in school or
community
activities.

Content Focus: We have animals in the environment.

Message: Animals live in different places. Animals need a home. Pets live in
humans` homes.

Arrival Time: (8:00 – 8:10)

Arrival Routine (Prayer, greetings, daily exercise, songs/poems, etc)

Meeting Time 1: (8:10 – 8:20)

Meeting Time Routine
Review the concepts learned the previous week/day.
Introduction of message for the day by asking the
guide
questions below:
 Where do animals live?
 What are the habitat of animals?
Work Period 1: (8:20 – 9:05)
Teacher Supervised:
Habitat of Animals/Animal Homes
Materials: popsicle sticks, paper scraps, plastic cover, blue cellophane
Procedure:
1.Discuss with the learners where pets usually live: farm pets live in barns,
dogs in dog houses, birds in nests, fish/turtles in a fish tank or pond.
2. They will choose which animal home they want and make this using sticks
(dog house, barn), paper scraps (nest), and plastic cover/blue cellophane (fish
tank/pond).
3. They may draw the animal living in the home they made.

Independent Activities:

1.Word Box (Match animal name in word card to picture)

Materials: 2 boxes, paper strips were names of mother animals and

their young are written, pocket chart
Procedure:
1. Place a set of names of mother animals and their young in separate boxes.
Use the names in the song “Animals and their Young” (Nanay at Inakay).
 2. Learners take turns picking out a card from the mother animals box,
spelling aloud the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it
beside the name of the mother animal.

2.Animal Food Match

Materials: reusable chart, yarn, names of animals, pictures of animal
food
Procedure:
1.Use a reusable chart.
2.Let the learner match the animals to the food they eat.

3.Play dough Animals/My Favorite Pet (Create animals using junk materials.)
Materials: playdough, popsicle sticks, small boxes, other art materials
Procedure:
1. Let the learners mold animals out of playdough.
2. Encourage them to also build the habitat of the animals: forest, farm,
ocean, etc.

4.Connect Animal Parts

Materials: cut-outs of different body parts of animals
Procedure:
1. Put the cut-out body parts in corresponding boxes labeled head, body, tail,
wings, etc.
2. Let the learners connect the cut-out body parts to form the animals.

Meeting Time 2: (9:05 – 9:15)

The Poem Animal Homes

Animal Homes
(Tune: “On Top of Old Smoky”)
On top of a mountain
Or under the sea,
There are so many places
Where creatures may be,
Alone in a desert,
Or grouped on a farm,
Or tucked in a tree trunk
Away from all harm.
On bright, sunny grasslands,
Or in a dark cave,
In jungles and forests,
Where all must be brave.
On ice in the Arctic,
Or holed underground,
There are so many places
Where creatures are found!

Supervised Recess: (9:15 – 9:30)

Snacks time (Teacher-Supervised)
Tamang paghuhugas ng kamay bago at pagkatapos kumain.
Tamang pagtatapon ng kalat sa basurahan.
Quiet Time: (9:30 – 9:40)
Let the learners present their work
Stories/Rhymes/Poems/Songs: (9:40 – 9:55)

The teacher used the same story on day 2 using Sequencing of events

Work Period 2: (9:55 – 10:35) Refer to KTG Q4, pages 519 – 522 or pages 537-539

Teacher Supervised:
Animals and their Homes
Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into 3 groups – land, water, land and water.
2. The learners will choose an animal according to the animal home assigned
to them (e.g. dolphin for water, lion for land, turtle for land and water).
3. The learners will be given Manila paper to create their own poster by
drawing the animal assigned to them.
4. The children will draw 2 animals in each group until they complete the 10
animals similar to the boat activity on the previous day.
5. The children with present their drawing in front while also reciting skip
counting by 2 using the poster that they made.
Independent Activities:

1. Modified Fishing Game

Materials: Fish with numbers on it, cards with table of 2 number
sentence on it, and fishing rod
Procedure:
1. Group the children. Place the fish on the floor.
2. Each child take turns to pick up a card.
3. She/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.

2. Five in a Row
Materials: 10 picture cards of animals with tails of varied length.
Note: children can manipulate the tails attached to the picture cards.
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until
they are able to arrange 5-10 picture cards according to a given attribute.

3. Counting by twos
Materials: reusable pictures of 5 logs with numbers on it (2, 4, 6, 8, 10)
and 30 frogs

Procedure:
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.
 4. Eggs in the Nest
Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it.
(Do this again for 4, 6, 8, 10).

Indoor/Outdoor Games: (10:35 – 10:55) (Refer to KTG Q4,pages 540)

Animals Run Home

Meeting Time 3: (10:55 – 11:00)

Dismissal Routine

Daily Lesson Plan for Kindergarten

Quarter 4, Week 1-Day 5
Friday

Content Standards:
 The child demonstrates an understanding of characteristics and needs of animals
and how they grow.
Performance Standards:
The child shall be able to communicate the usefulness of animals and practice ways
to care for them.

MELC: Name common animals.(PNEKA-le-1)

Observe, describe, and examine common animals using their senses.(PNEKA-
lllh-2)
Identify the needs of animals.(PNEKA-lllg-5)
Identify ways to care for animals.( PNEKA-lllg-6)
Identify and describe how animals can be useful.(PNEKA-lllg-7)
HG MELC: Demonstrate abilities and willingness to take part in school or
community
activities.

Content Focus: We have animals in the environment.

Message: Animals need a home. Some live in the zoo and other places where
humans care for them.

Arrival Time: (8:00 – 8:10)

Arrival Routine (Prayer, greetings, daily exercise, songs/poems, etc)

Meeting Time 1: (8:10 – 8:20)

Meeting Time Routine
Review the concepts learned the previous week/day.
Introduction of message for the day by asking the
guide
questions below:
 What animals live in the zoo?
 Do you know that there are homes for endangered
animals?
Work Period 1: (8:20 – 9:05)
Teacher Supervised:
Kinder Zoo
Materials: playdough, plastic animals, blocks, scrap materials like
cloth, sticks, etc.
Procedure:
1. Let the learners create a zoo using the materials above.
2. Allow them to talk about their creation.

Independent Activities:

1.Animal Food Match

Materials: reusable chart, yarn, names of animals, pictures of animal
food .

Procedure:
1.Use a reusable chart.
2.Let the learner match the animals to the food they eat.

2.Word Box (Match animal name in word card to picture)

 Materials: 2 boxes, paper strips were names of mother animals and
their young are written, pocket chart
Procedure:
1. Place a set of names of mother animals and their young in separate boxes.
Use the names in the song “Animals and their Young” (Nanay at Inakay).
2. Learners take turns picking out a card from the mother animals box,
spelling aloud the word, and trying to read it. The other learners may help.
3. The learner puts the card on the left side of the pocket chart.
4. Another learner looks for the matching young animal name and places it
beside the name of the mother animal.

3.Connect Animal Parts

Materials: cut-outs of different body parts of animals
Procedure:
1. Put the cut-out body parts in corresponding boxes labeled head, body, tail,
wings, etc.
2. Let the learners connect the cut-out body parts to form the animals.

4. Play dough Animals/My Favorite Pet (Create animals using junk

materials.)
Materials: playdough, popsicle sticks, small boxes, other art materials
Procedure:
1. Let the learners mold animals out of playdough.
2. Encourage them to also build the habitat of the animals: forest, farm,
ocean, etc.
Meeting Time 2: (9:05 – 9:15)
Questions: Where do animals live?
Supervised Recess: (9:15 – 9:30)
Snacks time (Teacher-Supervised)
Tamang paghuhugas ng kamay bago at pagkatapos kumain.
Tamang pagtatapon ng kalat sa basurahan.

Quiet Time: (9:30 – 9:40)

Stories/Rhymes/Poems/Songs: (9:40 – 9:55)

The teacher used the same story on day 2 using Retelling.

Work Period 2: (9:55 – 10:35)

Teacher Supervised:
Beautiful Butterfly Wings
Materials: construction paper, paint, scissors
Procedure:
1. Fold paper in half crosswise. The learner will draw half of a butterfly’s wing
on one half of the paper.
2. She/He will fold the paper again and cut the outline of the wing.
3. Open the paper and design half of the wing with paint. Make sure the
paint is not runny.

4. Fold again and press so the paint transfers to the other half.
5. Open the paper and dry.
Independent Activities:

1. Five in a Row
 Materials: 10 picture cards of animals with tails of varied length.
Note: children can manipulate the tails attached to the picture cards.
Procedure:
1. Give 3 or 4 different picture cards to a group of 2-3 players.
2. Ask the children to focus their attention on the animal’s tails.
3. Ask them to arrange the tails in order according to its size or length.
4. First to arrange the sequence properly and snap finger wins.
5. Increase the number of picture cards based on the children’s ability until
they are able to arrange 5-10 picture cards according to a given attribute.

2. Modified Fishing Game

Materials: Fish with numbers on it, cards with table of 2 number
sentence on it, and fishing rod
Procedure:
1. Group the children. Place the fish on the floor.
2. Each child take turns to pick up a card.
3. She/He reads the number sentence on the card.
4. Ask the child to pick up the corresponding answer among the fish on the
floor using the fishing rod.

3. Eggs in the Nest

Materials: ¼ Manila paper, markers
Procedure:
1. Divide the class into small groups. Each group will be given a ¼ Manila
paper.
2. Ask the learners to draw 5 nests on the paper.
3. Then they will draw 2 eggs in each nest and write the numeral 2 inside it.
(Do this again for 4, 6, 8, 10).

4. Counting by twos
Materials: reusable pictures of 5 logs with numbers on it (2, 4, 6, 8, 10)
and 30 frogs
Procedure:
1. Song: 10 Green Speckled Frogs (variation of Five Green Speckled Frogs)
2. Place the logs and frogs on the table.
3. Let the children place the number of frogs on the corresponding logs.

Indoor/Outdoor Games: (10:35 – 10:55) (Refer to KTG Q4,pages 540)

Save the Animals

Meeting Time 3: (10:55 – 11:00)

Dismissal Routine

Prepared by:
JANICE C. CABAÑOG
Silawe Central School
Polanco II District

Evaluator:
 JOVY P. TABUDLONG
Master Teacher II
Silawe Central School

Evaluated by: NELLIE GAY P. MANIWAN

T-III
Rizal Central School

KIZZIE R. DELA PENA

Teacher I

MADELYN L. RODA
Master Teacher I

ELMER I. BANAL
Head Teacher I