Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula

LESSON PLAN IN KINDERGARTEN

MATATAG CURRICULUM
School Salum Elementary School Quarter I
Name KRSITIN JOY Z. ANTAO Week 2
Content Focus Knowing who we are and our families Day 2

I. OBJECTIVES
A. Content The learners demonstrate understanding of attitude, emotions,
Standard similarities and differences of oneself and others including the concept
of family and importance of physical health, safety and appropriate
movement concepts.
B. Performance The learners’ manage emotions, make decisions recognize similarities
Standard and differences of people and express oneself based on personal
experiences; participate actively in various physical activities; use
hands in creating models; perform coordinated body movements; and
take care of one’s physical health and safety.
Learning Use polite greetings and courteous expressions in appropriate
Competency situations.

Objectives: At the end of the lesson, the pupils are expected to:
1. Recalling details of the story.
2. Use courteous expressions in appropriate situations- Thank you
and welcome(LLKOL-Ia-1)
3. Express oneself through music, arts and movements.
4. Sort and classify pictures to one attribute/property (MKSC-00-6)
II. THEME KNOWING WHO WE ARE AND OUR FAMILIES
III. LEARNING
RESOURCES
A. Reference Kindergarten Curriculum Guide
s: K-10 MATATAG Learning Competencies
Learning Resourse Portal, 16187, Regalo kay Lito, Storybooks,
PDF
B. Other Materials: Powerpoint presentation, pictures, realia,
Learning
Resources
IV. IDF
PROCEDURES
(BLOCKS OF
TIME)
ARRIVAL TIME Arrival of the learners in the classroom, playing
 with educational toys, manipulatives, etc.
MEETING TIME *Checking of attendance- The teacher lets the Play-based
1 pupils put their entrance stick puppets to the approach.
attendance chart while singing a song.
(15 Minutes))
*Telling the Days of the week- The teacher let
the pupils check the day, date, year through a
song. Collaborative
approach.
*Checking of the Weather- The teacher lets the
pupil tell the weather for the day through a song.

*Songs/poems and regular exercises- The

teacher asks the learners how are they.

*Classroom Rules – the teacher sets the Reflective

classroom rules using stick puppets. approach

CIRCLE TIME 1 Story Reading Reflective and

Inquiry-based
(45 Minutes) Pre-Listening Activities: approach
* Give the standards in listening to a
story.

1,2, eyes on you

3,4, sit on the floor
5,6 mouth is zip
7,8 sit up straight
9,10 Im ready to listen.

Unlocking of difficulties

top (trumpo)- a top which is spun by

winding a length of string around the body,
and launching it so that lands spinning on its
point.

Motivation question: (Realia) Reflective and

The teacher will show to the class a gift and Inquiry-based
ask the following questions: approach

1. Have you ever receive a gift from

 someone? (Yes)
2. What did you feel when you receive that
gift? (Happy)
Inquiry-based
Motive question (Possible Answer) Approach

This time, you will listen to a story “Regalo ni

Lito”, now what do you want to know about the
story?
( Possible answer: What is the gift of Lito?)

ICT Integration:
During Listening: Regalo kay Lito

Regalo ni Lito
 Post Listening Activities:
The teacher ask the following questions.
What is the title of the story? ( Regalo ni
Lito)
Who is the boy in the story? (Lito)
What is the gift of Andoy to Lito?
(Top/Trumpo)
What did Lito say to Andoy when he receive
the gift? (Thank you)
If somebody gave you a gift, what will you
say? Why?

Values Integration: Say: Using courteous

expression (Thank you) is one way of showing
gratitude and appreciation.
Introduction of the Message for the day:
We say, “thank you” to show appreciation to
other people. As response to that person, we say,
“you’re welcome”.
Teacher- Supervised: This time, we will do some
art.
“Thank You” and “Welcome” Card
Materials: bond paper, pencil, crayons, scissors,
art paper, glue

Procedure:
1. Tell the learners, that they are going to make a Constructivist
“Thank You” and “Welcome” Card for their family /Inquiry-based
members with materials at hand. approach
2. Ask the learners to choose a family member to
thank and say what they are thanking for.
3. Assist the learners in writing the message of
their “Thank you” cards. The message may be
written in the learner’s mother tongue.
4. Ask the learners to draw on their cards and
make them colourful using crayons and art paper.

Group 1: Role playing using courteous

expression
( Thank you and welcome)
Scenario: It is your birthday and your family
gives you birthday gift.
Procedure:
 Help the group to practice saying the
courteous expression “Thank you”
 Narrate scenarios for the learners to listen
to. Ask them to say the most appropriate
polite greetings for each scenario.
 Group 2: Role playing using courteous
expression ( Thank you and welcome) Constructivist
Scenario: It is recess time and one of your /Inquiry-based
classmate do not have food. approach
Procedure:
 Help the group to practice saying the
courteous expression “Thank you”
 Narrate scenarios for the learners to listen
to. Ask them to say the most appropriate
polite greetings for each scenario.
Group 3: Role playing using courteous
expression ( Thank you and welcome)
Scenario: Your friend let you borrow her/his
pencil.
Procedure:
 Help the group to practice saying the
courteous expression “Thank you”
 Narrate scenarios for the learners to listen
to. Ask them to say the most appropriate
polite greetings for each scenario.
SUPERVISED Let the learners do the following before taking
RECESS snacks/ food.
(15 Minutes)  Washing hands
 Pray
 Sing a snack song “Thank you for the World”
 Eat
 Clean the area
QUIET/NAP Let learners pause for a while by taking a nap or a
TIME 3-minute quiet time while listening to a calm and
relaxing music.
(10 Minutes)
CIRCLE TIME 2 The teacher reminds learners that nap time is Collaborative
over, and everyone will get ready for the singing approach
(40 Minutes) of a song.
Transition Song:

“Thank you song”

Im thankful for my family,

Im thankful for my friends,
Im thankful for the things I have,
The thank you never ends…1,2,3
(Repeat 2x)
Teacher- Supervised: (Picture Memory Game)
Materials: Pictures
 Play-based
approach.

Procedure:
1. Place all cards on the table face down.
2. Each player turns over two cards during his/her
turn. If s/he gets a pair of identical color cards,
s/he gets to keep the pair and takes another turn.
3. If the picture cards do not match, the player
puts back the cards into their original place.
4. The player who is able to get the most number
of pairs wins the game

Independent Activities:
The teacher will set group standards.
Group 1- Sorting- Appropriate and
Inappropriate behaviour
Materials: Pictures of appropriate and
Inappropriate behavior

Procedure:
 Let the learners collect picture.
 Ask the learner to sort the pictures to
appropriate and inappropriate behavior.
Paste it to its designated box.
Group 2- Find your partner!
 INDOOR/ Follow Me Play-based
OUTDOOR Approach
PLAY Procedure:
1. Start the game by singing the “Thank you
(35 Minutes) song”.
Im thankful for my family,
Im thankful for my friends,
Im thankful for the things I have,
The thank you never ends…1,2,3

2. While singing the teacher will do some actions

which the learners must follow ( jump, clap,
turn,raising oh hands)
WRAP-UP TIME Ask: Inquiry-based
(20 Minutes 1. What are the courteous word we learned today? Approach
(Thank you and welcome)
2. How did we sort or group the different pictures
that we have earlier? (Appropriate and
inappropriate behaviour)
3. Do you also give gifts to your friend?
4. Why is it important to say these magic words
“thank you” and “your’re welcome”?

Tell the message of the day to the children.

DISMISSAL  Fixing things inside the classroom.

TIME  Return the chairs and table arrangement
 Put the trash in the garbage
 Full in line
Do hand signal and gestures- (Teacher and
Learner/s bonding)

Prepared by:

RESSIE MAY J. QUIJANO

T-III