Republic of the Philippines

Department of Education
Regional Office No. VIII
Schools Division of Northern Samar

MOST ESSENTIAL LEARNING COMPETENCIES (MELC)-BASED

KINDERGARTEN BLOCKS OF TIME, SY 2022-2023

QUARTER 1, WEEK 6 (Week Date: __________)

KINDERGARTEN MELCs:
 Recognize symmetry (own body, basic shapes). (MKSC-0011)
 Identify one’s basic body parts. (PNEKBS-ld-1)

HOMEROOM GUIDANCE PROGRAM COMPETENCY:

 Identify the effective ways in relating with others and community.
(HGKPS-li.1-15)

DAY 2 (Date:_________________)

1. ARRIVAL (10 minutes)

Arrival Routine:
1.1 The teacher greets each learner as they arrive in the classroom. The teacher may
shake the learners’ hand, say hello, give a hug, and welcome the learners. Learners
who come early may be given time for free play while waiting.

2. MEETING TIME 1 (10 minutes)

Daily Routine:
2.1 National Anthem
2.2 Opening Prayer
2.3 Exercise
2.4 Attendance Check
2.5 Weather Check
2.6 Calendar
2.7 Local/National Celebrations
2.8 Cleanliness Check
2.9 Balitaan/sharing time with classmate
2.10 Getting Ready for the class
2.11 This is also the time when the concept learned the previous weeks are reviewed
and the message for the day is introduced
2.12 Message “I have two hands and each hand has five fingers.
My hands are connected to my arms and shoulders.
I can clap, write, paint, draw with my hands.”

I have two feet and each foot has five toes. My feet are
connected to my legs.
I can walk, run, hop, jump with my legs and feet.

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 2.12.1 In each session, there is a message that serves as the emphasis for the
day.
2.12.2 The teacher introduces the message by asking the learners questions that are
simple, clear, and direct to the point.
2.12.3 The teacher encourages active oral participation of the learners.

Questions:
How many hands do you have?
How many fingers are there in your left/right hands?
How many fingers do you have in all?
Song: Kanang Kamay

How many feet do you have?

How many toes are there in your left/right foot?
How many toes are there in all?
Song: Hokey Pokey

Transition to Work Period 1

The teacher gives instructions on how to do the independent activities, answers any
questions, and tells the learners to join their group and do the assigned tasks.

3. WORK PERIOD 1 (45 minutes)

Instructions:
 Depending on the daily plan, the teacher assigns the learners to at least 5 small
groups.
 There is 1 Teacher- Supervised activity per day and at least 4 Independent
Activities that will be the same for the whole week.
 Each learner must finish the teacher supervised and 1 independent Activity every
day.
 At the end of the week, all learners must be able to experience/ accomplish 5
teacher supervised and at least 4 independent Activity.
 Work Period 1 activities are usually on literacy and are linked to the message for the
day
 The Teacher-Supervised requires more supervision.
 Generally, activities with concepts that are introduced for the first time are done here.
 Activities that may be difficult or pose danger to learners are done with the teacher
watching and guiding the learners.
 There is 1 Teacher-Supervised per day that serves to emphasize, enrich, or
validate the message for the day.

 The Independent Activities can be done with very minimal or no teacher supervision.
 These activities enrich the learning experience and teach valuable self- help skills.
 They may be games, worksheets, or simple activities that the learners can do
independently.

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3.1 Teacher - Supervised Activity
3.1.1 “Hand Tracing”

Competencies:
 Trace, copy, and write different strokes: scribbling (free hand), straight lines,
slanting lines, combination of straight and slanting lines, curves, combination of
straight and curved and zigzag (LLKH-00-6)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3), pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-
00-1.4)

Materials: construction or bond paper, scissors, glue, Manila paper Procedures:

1. Give each learner a piece of paper.
2. Have him/her trace both his/her hands on it.
3. Learners cut out each hand.
4. Learners will glue their left hand on the left side of the Manila paper and their
right hand on the right.

3.2 Independent Activities

3.2.1 “Foot Print”

Competency:
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain
(SKMP-00-2)
Materials: paint or any coloring material, basin, water, tissue paper, Manila paper

Procedures:
1. Dilute paint in water in a small basin. Put tissue paper on the paper plate (this
will prevent the paint from splashing once the children start dipping their feet into
the paint).
2. Have each learner dip his foot into the paint then let him/her stamp this on the
Manila paper.
3. Ask the learners to label their foot.
4. When dry, cut the feet then laminate or cover with clear plastic tape on the floor
like footsteps.

3.2.2 “Moving Puppets”

Competency:
 Identify one’s basic body parts (PNEKBS-Id-1)

Materials: roundhead fastener, cardboard cut-outs (head, torso, arms and hands,
legs and feet)
Procedures:
1. Let the learners put together the
cardboard cut-out to form a human
figure.
2. They will attach the parts using the
roundhead fastener.
3. Let them draw the details of their

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 puppet.
4. Have a puppet dance show. Play
dance music and make the
puppets move to the beat.

Transition to Meeting Time 2

The teacher reminds the learners about the time left in Work Period Time 1 around 15
minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start
packing away the materials they used and be ready for Meeting Time 2. A transition song
or a countdown may be used.

4. MEETING TIME 2 (10 minutes)

4.1 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 to the class.

Questions: What can you do with your hands?

What can you do with your feet?

Transition to Recess
The teacher commends the learners for the work they did in Work Period Time 1 and tells
them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.

5. SUPERVISED RECESS (15 minutes)

5.1 The teacher observes and / or assists learners during recess time
(Nourishing break for the learners. Proper etiquette for eating will be the part
teachers instructions this break is facilitated)

6. QUIET TIME (10 minutes)

( During this time, children can rest or engage in relaxing activities)

Transition to Story Time

While singing a transition song, the teacher “wakes” the learners up and tells them that it’s
time to listen to a story. When the learners are ready, the teacher proceeds with the pre-
reading activities and makes sure that the learners are listening attentively

7. STORY TIME (20 minutes)

(Stories/books used during Story Time must be age- and culturally- appropriate ones
about the theme.)
7.1 Before reading, the teacher helps the learners define/unlock difficult words and
poses a motivation question about the learner’s own status, feelings, and ideas, and
a motive question which is what the learners think will happen in the story.
7.2 During reading/ storytelling, the teacher asks comprehension questions to check
understanding.
7.3 After reading, the teacher asks questions about the characters, sequence of events,
lessons, and inferences of the learners from the story.

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 Mga Parte san Ako Lawas
ni: Rizel P. Rotamula
An mga parte san ako lawas
Kaya himuon iba-iba nga pangiwakiwa.
Ginagamit paghugas ngan pagsilhig an ako mga kamot.
Ginagamit paglakaw, paglukso, pagking-king an ako siki
Ginagamit pagkita san mag-upay nga mga buhat an ako
mga mata.
Paglata san mag-upay nga mga pulong tikang sa ako
hiwa.
Namamati san mga sagdon nira nanay, tatay, ate ngan
kuya an ako mga talinga.
Hatag san Diyos mga parte san ako lawas.

Sanglit aatamnon ko sin maupay.

Transition to Work Period 2

After the post-reading activities, the teacher gives instructions regarding the
teacher- supervised and independent activities, answers any questions, and tells
the learners to join their group and do the assigned tasks.

8. WORK PERIOD 2 (40 minutes)

(Work Period 2 Activities are usually on numeracy and other math skills)
Instructions:
 Depending on the daily plan, the teacher assigns the learners at least 5 small
groups.
 There is 1 Teacher- Supervised activity per day and at least 4 Independent
Activities that will be the same for the whole week.
 Each learner must finish the Teacher-Supervised and 1 independent Activity
every day.
 At the end of the week, all learners must be able to experience/ accomplish 5
Teacher-Supervised and at least 4 Independent Activities.
 Work Period 2 activities are usually on literacy and are linked to the message for
the day.
 The Teacher-Supervised requires more supervision.
 Generally, activities with concepts that are introduced for the first time are done
here.
 Activities that may be difficult or pose danger to learners are done with the teacher
watching and guiding the learners.

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  There is 1 Teacher-Supervised per day that serves to emphasize, enrich, or
validate the message for the day.
 The Independent Activities can be done with very minimal or no teacher
supervision.
 These activities enrich the learning experience and teach valuable self- help skills.
 They may be games, worksheets, or simple activities that the learners can do
independently.

8. 2 Teacher-Supervised Activity
8.2.1 “Measuring Feet”
Competencies:
 Use nonstandard measuring tools e.g. length – feet, hand, piece of string;
capacity – mug/glass; mass – stone, table blocks MKME-00-1
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)

Materials: bond paper, pencil, inch cubes or any blocks

Procedures:
5. Trace the learner’s right foot on the paper.
6. Use inch cubes to measure the foot.
7. Write the measurement on the foot.
8. Hang or post on the wall.

8. 2 Independent Activities

8.2.1 “Hand Game: concrete, up to quantities of 3”

Competencies:
 Tell that the quantity of a set of objects does not change even though the
arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the
same quantity) (MKSC-00-23)
 Combine elements of two sets using concrete objects to represent the concept of
addition (MKAT-00-3)
 Add quantities up to 10 (3) using concrete objects (MKAT-00-8)

Materials: counters such as pebbles, chips, or sticks

Procedures:
1. Learners work in small groups.
2. Give each learner a given quantity, in this case 3.

8.2.2 “Body Cover All”

Competencies:
 Match object, pictures based on properties /attributes in one-to-one
correspondence (MKAT-00-1)

Materials: body part cover cards, individual body parts cards

Procedures:

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 1. Distribute cover cards and individual body part cards that correspond to the
ones in the cover all card.
2. Ask learners to match body parts.
3. Have them identify the body part as they match the cards They will explore the
different combinations that make three (3 and 0, 2 and 1, et al)

Note: Some learners will need to work within a small group or one-on-one with the teacher
to help them focus. This will also help teachers closely monitor and assist a specific learner
complete this activity. Use different counters from time to time.

Transition to Indoor/ Outdoor Games

The teacher reminds the learners about the time left in Work Period Time 2 around 15
minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to
start packing away the materials they used and be ready for Indoor/Outdoor Games. A
transition song or countdown may be used.

9. INDOOR/OUTDOOR GAMES (20 minutes)

(Activities include sports, simple athletics, movement activities and outdoor games)
9.1 “Ankle Walk”
Competenciess:
 Nagagamit ang mga kilos lokomotor sa pag-eehersisyo.( KPKGM-IE-2)
 Demonstrate movements using different body parts. (PNEKBS-Ic-3)

Procedures:
1. Line the children up on one side of the room. Ask them to sit or squat and hold
onto their ankles.
2. Have them walk to the other side of the room while holding onto their ankles.

Note: For matching activities, teachers may present learners with varied materials that
include tactile materials or concrete objects. For instance, instead of just matching colors,
learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may also match
the objects with the same shapes such as pencils, coins, blocks, or varied manipulatives.
Consider this when you encounter other similar activities.

Transition to Meeting Time 3

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 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.

10. MEETING TIME 3 (5 minutes)

10.1 The teacher poses wrap-up questions or a simple activity about the message for
the day.
10.2 Dismissal Routine
10.2.1 Children are being prepared to go home. They are reminded of dome
road safety rules to follow
10.2.2 Closing Prayer
10.2.3 Going out in orderly manner with the guidance of the teacher
10.2.4 The learners are turned oved to the parents waiting for class dismissal

Prepared by:

RIZEL P. ROTAMULA
Teacher III, Hitapi-an Elementary School, Catubig II District
August 17-21, 2022
Catarman I CES, Catarman I District/CID Division Office, Catarman

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