SILLIMAN UNIVERSITY

COLLEGE OF EDUCATION
DUMAGUETE CITY

PARTIAL FINAL OUTPUT IN

ED 36-A

THE TEACHER AND THE SCHOOL CURRICULUM

SUBMITTED BY

ZOE ROSE B. MAJOR

BACHELOR OF EDUCATION IN EARLY CHILDHOOD EDUCATION - II

SUBMITTED TO

MA’AM BRENDA BOLADOLA

APRIL 22, 2024

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 PART I: BACKGROUND

This lesson plan is intended for English speaking, private school kindergarten pupils.
The lesson is good for one entire three-hour session, with the flow of the procedure being:
center time, preparation, motivation, circle time, sit-down activity (worksheet), snack time,
small groups activity, story time, outdoor play, preparation to go home, and dismissal. The
classroom design follows an exploratory approach through the use of “centers'' with each
center pertaining to a different topic (math and science, music and movement, reading and
writing, dramatics, art) pupils are given the freedom to choose and move between centers
before class time officially starts. The tables are arranged to accommodate small groups, with
one table to four chairs. Finally, the classroom has a large gathering area with a “circle time”
to accommodate the entire class.

At this particular learning center, assessment/evaluation happens every Friday over

the course of an entire school day. The pupils are assessed in groups of 5, with each group
having an assigned 30-45 minutes. The pupils are assessed through a combination of
observation, with an accompanying developmental checklist (that details skills in
psychomotor, cognitive, and affective domains), and either a written work, interview between
the pupil and the teacher, or a hand-on activity that the child will perform independently.

During the first week, the pupils have already been practicing tracing their own name,
various characteristics such as colors, shapes, and sizes, as well as various claps, attention
grabbers, and songs used in the classroom.

PART II: DETAILED LESSON PLAN FOR KINDERGARTEN

SCHOOL Early Childhood Learning Center GRADE Kindergarten

LEVEL
TEACHER Zoe Rose B. Major LEARNING E. Language, Literacy, and
AREA Communication
DATE QUARTER Quarter 1, week 1

LESSON TITLE
I. LEARNING OBJECTIVES Content Standard: At the end of the lesson, the child demonstrates
understanding of similarities and differences of what he/she can see.

Performance Standard: At the end of the lesson, the child shall be able
to critically observe and make sense of things around him/her.

Learning Competencies:
1. Tell which objects/pictures are the same based on color, shape,
size, direction, and other details (LLKAPD-Ie-1)
2. Tell which object is different from a group and explain why
(LLKVPD-00-2)

At the end of the lesson, the students should have developed the ability
to:
Cognitive:

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 ● Understand the concept of “same” and “different”.
● Identify similarities and differences in size, shape, or color
between objects.
Psychomotor:
● Arrange objects to match or differ a given image/model.
Affective:
● Accept similarities and differences in people’s appearances.

II. SUBJECT MATTER A. Topic: Visual Perception and Discrimination (VPD)

B. References:
-Standards and Competencies for Five-Year-Old Filipino Children pg. 24
-Good Morning Song by The Kiboomers. Youtube.
[https://youtu.be/TFVjU-dsIM8?si=4P_TvJIcb3C7Cj-K]
-Same and Different for Preschool and Kindergarten by Kids Academy.
Youtube. [https://youtu.be/oqzWr5ILxDM?si=LDEyP_l7YIQ1pKhj]
-Storytime Song by Fun Kids English. Youtube.
[https://youtu.be/gwBoXWVlYCk?si=qIqaJ3RpuoXm53AA]

-Sesame Street: Same and Different with Elmo and Abby. Youtube.
[https://youtu.be/uATf5EhLebM?si=wGdvHs4SnF_IxB2T]
-See You Later Alligator by The Kiboomers. Youtube.
[https://youtu.be/fTZp053gGt4?si=O0UrCfsKYy7o5Bne]

C. Materials:
-laptop -projector/tv
-speaker -building blocks and toy pigs
-YouTube -baking tray
-cut out paper caterpillar pieces -pictures of a field and clip art caterpillar

D.Values Integration:
Accepting others’ differences

III. PROCEDURE
Teacher’s activity Students’ activity
A.Preparation
Good Morning children! How are you today?
Good morning teacher Zoe! We’re good. How
about you?

I’m good too.

Today is another exciting day, do you remember our good
morning song?
Good Morning song:
'Good Morning! Good Morning!

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How are you?
How are you?
It's so nice to have you here with me today.

Good Morning!
Good morning!

How are you?

Just fine!

Howdy, how do you do, hello, good day!

Now that we're together, learning so much fun,

The more of us the better, so come on everyone!

Good Morning!
Good morning!

How are you?

Just fine!

Howdy, how do you do, hello, good day!

Hooray! It is a good day, let’s have our “Yes” clap.

1-2-3 (clap hands three times) 1-2-3 (clap hands three times)
1-2-3 (stomp feet three times)
1-2-3 (stomp feet three times) YES! (say it aloud, raise right arm)
YES! (say it aloud, raise right arm)

B. Motivation

Ok Children, please come take your seat on our Circle Time

mat. Please use your walking feet in the classroom, do not run.

Do you remember how we act during Circle time?

Yes Teacher, we sit on the floor
Yes we sit on the floor, what else? How should we sit on the
floor?
Criss cross applesauce!
hands on our laps
No Talking!

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Very Good. When we have circle time, we sit on the floor
criss cross applesauce (legs crossed), eyes on me (motion to
eyes), listening ears on (motion to ears), and hands on lap
(model hands resting on lap)

OK, are we ready to start our circle time? Yes Teacher!

1-2-3 (clap hands) eyes on me
1-2 (clap hands) eyes on you
Now, I want you to look at your seatmate, do you look the
same?
NO!
Yes
Sometimes
I don’t know teacher
I don’t think so.
Maybe

How are you the same? Is your hair the same color? What
about your eyes? we both have brown eyes

we have the same shirt, and her, and her, and him
What about these two? Are they the same? (hold up a crayon
and a pentel pen) or are they different?
They are not the same teacher

Ok, why do you think I’m asking these questions? What do

you think we are learning today?
Me and my seatmate
That they’re not like me
that we are the same but those are not the same

Yes, very good, we will learn about similarities, when objects

or people are the same, or almost the same. And we will also
learn about differences, when objects or people are not the
same.
C. Discussion
1. Circle time

When we say two or more things are the same, it means they
look like each other.

They have the same color.

They are the same size.
They have the same shape.

When we say things are different, they do not look the same.

(bring out two identical yellow blocks, show them to the

children)

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Ok children, look at these two yellow blocks. Are they the yes teacher
same?

(pass them around to the children)

They are both yellow
What about them is the same? They are both this big (model size with hands)
They are both square

Yes, very good. They both are yellow, square, and are the
same size

They are… The same.

The same.

Now let’s look at these toys (bring out three pig figurines)

Are they the same as the blocks? NO teacher

This ones is blocks and this one is a pigs
It’s the three little pigs!
They are different teacher

Yes, very good. They are not the same.

They are not the same color.
They are the same size.
They have the same shape.
Different!
They are…. different.

Very Good! Let’s do our “very good” clap

1-2-3 very (clap hands and left hand thumbs up)
1-2-3 very (clap hands and left hand thumbs up) 1-2-3 good! (clap hands and right hand thumbs
up)
1-2-3 good! (clap hands and right hand thumbs up) 1-2-3 very very good! (clap hands both hands
thumbs up)
1-2-3 very very good! (clap hands both hands thumbs up)

Now let’s all stand up.

Let’s all stretch up high.

Shake
wake up any sleeping feet

and let’s have our activity.

I have a worksheet for each of you. Please wait for your name
to be called to get your worksheet.

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Then take a pencil and sit down at your desk.

Use your walking feet, do not run.

2. Story Time
(To be executed after the group activity)

OK! I hope you all had fun making your caterpillars, I had fun
seeing you all work together!
Yes teacher!
Let’s do our “firework” clap for a job well done!

3-2-1 (make a whistle sound and clap in unison)

swoosh, swoosh
swoosh, swoosh, swoosh, BOOM! swoosh, swoosh
(wave arms in different directions and clap at the end) swoosh, swoosh, swoosh, BOOM!
(wave arms in different directions and clap at the
end)
Now, I want everyone to come back to our circle time rug, it’s
time for story time!

Story time song:

Everybody sit down sit down please
Everybody sit down quiet please
Everybody sit down listen carefully
Everybody sit down, eyes on me (pupils gather and sit down on the rug while
Sit down please teacher is singing)
It's story time
It's story time

Thank you so much for joining me for story time everyone!

Before we begin, how do you act when someone is telling you

a story?

Do you keep talking over them? No teacher, you stay quiet

That’s right! And do you move around?

No teacher
That’s right! I actually have a special poster that can show us
how we can be a “5 star listener”

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It says (point to each star)

“eyes are watching”

“ears are listening”
“lips are closed”
“hands are still”
and “feet are quiet”

Can all of you say it with me?

“eyes are watching” “eyes are watching”

“ears are listening” “ears are listening”
“lips are closed” “lips are closed”
“hands are still” “hands are still”
“feet are quiet” “feet are quiet”

Very good, thank you.

Now today’s storytime is different from our usual story time

because this time, it’s a video. I’m sure most of you watch
videos at home too.

Our video story today is from Elmo and Abby from Sesame
Street, do all of you know Elmo? YES TEACHER!!
Elmo is my favorite, teacher
Very good, I also love Elmo. The title of the video is “Same
and Different with Elmo and Abby” what do you think it will
be about after hearing the title?
Elmo and Abby
what is same and what is different
Let’s see what Elmo and Abby have to say. (play video)

“Sesame Street: Same and Different with Elmo and Abby”

(https://youtu.be/uATf5EhLebM?si=J1pAaWaFm8RPJvZQ)

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ELMO: Hi Abby!

ABBY: Hi, Elmo.

ELMO: Oh, look who's here.

ABBY: Oh!

Hi.

ELMO: Hi.

ABBY: Hey, did you ever notice that Elmo and I are the
same?

ELMO: What?

Wait, wait, wait.

Abby and Elmo aren't the same, Abby.

We're different.

ABBY: Uh, same.

ELMO: Different.

ABBY: Same.

ELMO: Different!

ABBY: Same.

ELMO: Wait, watch, watch, watch. Look. If, if Elmo had pink
fur and furry wings, uh-huh, uh-uh, and ears, freckles, and
hair, then Abby and Elmo would be the same.

ABBY: Oh, wow. That's so magical!

ELMO: Yeah, yeah. But, but Abby?

ABBY: Hm?

ELMO: Elmo doesn't have furry hair or furry freckles, or

furry ears, or fairy wings. And Elmo isn't pink. Elmo's red.

ABBY: I see what you mean, Elmo. But there must be some
way we're the same. Wait, I know! I know, Elmo.

ELMO: What?

ABBY: Look, we both have 1, 2, arms.

ELMO: Oh, OK. 1, 2 arms.

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ABBY: Yeah, yeah. And 1, 2 hands.

ELMO: 1, 2 hands.

ABBY: Yeah, yeah, yeah. And guess what?

ELMO: What?

ABBY: We have 1, 2 eyes.

ELMO: Ah. 1, 2 eyes.

ABBY: One nose.

ELMO: Nose.

ABBY: And one mouth.

ELMO: Mouth! One mouth! Wow, Abby, Abby and Elmo are
the same.

ABBY: Yep. And different.

ELMO: Cool.
(video ends)

OK, if you’re listening to me shake your hands

(pupils shake hands)
What do you think of the video?

I like it teacher

What happened in the video?

Abby said that she and Elmo are the same but
they’re not
Elmo became a fairy
Elmo and Abby are the same

Why do you think they are not the same?

because Elmo is not pink or a fairy or a girl
Elmo doesn’t have ears
Elmo’s nose is big and Abby’s is small
You’re right, they do look different. But how are they the
They both have two eyes, arms, and hands
same?
They are both fuzzy
Their eyes are both white and black

Those are all great observations! I can tell you were really
listening!

What happened at the end of the video? Abby and Elmo hug

Yes, Abby and Elmo hugged. They realized that they are both
the same and different. And they still love each other.

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Remember earlier I asked you to look at your seatmate and
see if you were the same or different?
Yes teacher

What did you find? Are you the same?

We’re not the same teacher
We have the same hair teacher
That’s right, we are all different, but there are still things that
we have in common.

We have different hair, different families, different skin colors,

different ways of speaking, like different things, but we are all
people. Do you still love your seatmate even though you are
different?

Very good, we should all be like Elmo and Abby even though
we are different and try to find things that make us the same.

Ok, thank you for listening, everyone! Let’s have a round of

applause. (clap in a circle) (clap in a circle)

Again let’s all stand up.

(pupils stretch, shake, and stomp feet)
Let’s all stretch up high.
Shake
wake up any sleeping feet
and let’s get ready to play outside

How do we act when we play outside?

Do we push our classmates?

No teacher
We wait our turn
We stay in the playground
We dont throw things
We play nice

Very Good, please line up in front of the door and be ready to (pupils line up)
go outside.
[OUTDOOR PLAY]

D. Engagement Activities
1. Worksheet
On your worksheet there is a line at the top where you will
trace your name. Then, you will look at each line of pictures
and put a check on the picture that is the same as the picture in (pupils complete worksheet)
the box.

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[SNACK TIME]

(after clean up, the trays with a picture of caterpillar, a picture

of a field, and cut out parts of caterpillar)

1-2-3 eyes on me
1-2 eyes on you
2. Group Activity

For your second activity today, we will have a game!

Waterfall! Waterfall! Shhhhhhhh

I will separate you all into groups and you will work together
to make a caterpillar.

on your table is tray with a picture of caterpillar (hold up

card),
a picture of a field (hold up picture)

and circles, a head, and legs that you will use to make your
caterpillar.

You will make your caterpillar by sticking these on the picture

of the field. (model placing circles on the picture of the field)

The group that finishes their caterpillar first will each get a
sticker.

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Ok! Pop your bubbles!
(pupils open their mouths)
Are you ready to start?
Yes teacher!

Ok let’s start!

Please make your caterpillar the SAME as the picture on the

card (hold up card).

*15 minutes allotted, a timer with music is displayed on the

screen

OK everyone let me see your caterpillars! (pupils hold up trays)

Very Good! let’s have our “nice” clap

N-N-N (clap hands)
N-N-N (clap hands)
I-I-I (clap hands) I-I-I (clap hands)
C-C-C (clap hands) C-C-C (clap hands)
E-E-E (clap hands) E-E-E (clap hands)

Nice! Nice! Nice! (clap hands left, center, right) Nice! Nice! Nice! (clap hands left, center, right)

Now, I want you to make a caterpillar that is DIFFERENT

from the picture on the card

*15 minutes allotted, a timer with music is displayed on the (pupils arrange elements on picture)
screen

[STORYTIME]

IV. EVALUATION
(To be Performed on Friday)

1. Stringing Beads

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(The evaluation will take place over the entire day, with
groups of 5 pupils at a time to be evaluated.)

Hello everyone! Today we are going to make caterpillars out

of beads. Each of you has a little basket of different sized Good morning teacher
beads, a piece of string and a picture.

You will thread the beads into the string to make your
caterpillar. It should look the same as the picture (each pupil is
given a different picture and colors of beads).

Are you ready?

Let’s Start.

2. Developmental Checklist
The child exhibits ability in
● pincer grasp when handling string
● precision in threading beads
● attention to visual details
● following instructions
● patience/emotional stability when struggling
● staying focused on the task

VI. ASSIGNMENT
(To be explained after outdoor playtime)

Ok children, let’s go back inside!

(pupils line up)
Please line up to go inside

When you are inside, go to the sink to wash your hands, then
stand at the circle time rug.

Inside your homework notebook is your assignment, please

give it to your parents when you are at home.

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Let’s sing our goodbye song

See You Later Alligator See You Later Alligator

In awhile crocodile In awhile crocodile
Bye bye butterfly Bye bye butterfly
Too ta loo kangaroo Too ta loo kangaroo
Time to go buffalo Time to go buffalo
Give a hug ladybug
Give a hug ladybug
Blow a kiss jellyfish
Blow a kiss jellyfish
Just like that fat cat
Take a bow milk cow Just like that fat cat
See you soon baboon Take a bow milk cow
I had fun with you See you soon baboon
I had fun with you
Yay, let’s have our very good clap one more time
1-2-3 very! (clap hands and left thumbs up)
1-2-3 very! (clap hands and left thumbs up) 1-2-3 good! (clap hands and right thumbs up)
1-2-3 good! (clap hands and right thumbs up) 1-2-3 very, very good! (clap hands and both hands
1-2-3 very, very good! (clap hands and both hands thumbs up) thumbs up)

Ok Everyone, please get your things and line up at the door. (pupils go to cubbies, get their things, and line up)
Thank you all for coming today, I really am glad to have you Goodbye teacher!
here. Goodbye and see you tomorrow!

Prepared by:

Zoe Rose B. Major

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 PART III: ANALYSIS
Throughout the process of making my detailed lesson plan, I found our lessons in
ED36 to be extremely relevant. Especially our lessons in Bloom’s taxonomy for cognitive
development, Krathwohl’s affective domain, Simpson’s psychomotor skills, technology in the
classroom, curriculum as change process, and our lessons on learning outcomes and
alignment.
I chose the topic of “same and different” as when I was thinking of what skills I want
my pupils to develop, I actually came up with the affective domain first. I wanted my pupils to
be accepting of differences in people’s appearances, then I thought of a way to make the
concept applicable to the other domains, as well as be developmentally appropriate for five
year olds in the first week of kindergarten. I used the different taxonomies to aid me in
making my objectives, especially when proofreading at the end to ensure there was
alignment.
Technology in the classroom and curriculum as a change process went hand in hand
when finding ways to execute my lesson. I asked for guidance from my tita who has been a
teacher for over twenty years and has years of experience teaching kindergarten. She
shared with me that how I can execute my lesson is different from how she was teaching
kindergarten in the late 90’s because I now have the advantage of technology and the
internet for me to utilize. Before, if the teacher wanted a song to help articulate her lesson, or
to help with transitions, she would have to make it herself, and she would have to find her
stories and books in her local bookstore/library or make her own. Whereas now, we are able
to easily search for songs, stories, worksheets, example activities and more online. This
makes curriculum and lesson planning easier and less time consuming.
Learning outcomes, alignment, and assessment were another intertwined group of
concepts when making my lesson plan. I went through many different activities and
assessment methods before finding or coming up with one that would suit my alignment and
my desired learning outcomes. Especially since my topic would be taught within the first
week of kindergarten, I needed to make sure my lesson was easily understandable while
also challenging the pupils to be determined to reach the goal and also make the learning
process fun. Setting clear, specific objectives in the beginning aided greatly in making my
plan cohesive.
In conclusion, the lessons learned in ED36 will continue to be useful now in my
academic career, and in my future career as a teacher.

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 PART IV: REFLECTION
Throughout the creation of this lesson plan, I learned many valuable lessons. The
paramount of these lessons is that lesson planning really is a complicated process that takes
a lot of time, it cannot be rushed. This lesson made me realize that having a given time for
lesson planning and development is an important factor for deciding what school to practice
my teaching. I found lesson planning to be time consuming because while the concepts are
easy, figuring out how to effectively execute lessons and assessments are very difficult. You
need to be creative, resourceful in looking for media and assessment that suit your
objectives, factor cost of materials, make everything in your plan is achievable within the
time frame and ability of your pupils. Ultimately, I am glad that I was able to practice making
a detailed lesson and now have another sample to add to my portfolio for when I start
applying to schools.

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