Department of Education

Region X
Division of Misamis Oriental
District of Jasaan
KIMAYA ELEMENTARY SCHOOL
S.Y 2024-2025

DETAILED LESSON PLAN IN SENSORY PERCEPTUAL

KINDERGARTEN

Name of Teacher: Maria Guadalope C. Oyangoren Date/Time:February 18, 2025

Name of Observer: Maria Corazon A. Canoy Quarter: Fourth Quarter Week 2

I. OBJECTIVES: At the end of the 45 minutes at least 75% of the learners are expected to:
A. Identify and recognize the uppercase and lowercase letter Ff and its sound. (Cognitive)
B. Trace, write, and creatively form the letter Ff using different materials. (Psychomotor)
C. Show enthusiasm and teamwork during group activities. (Affective)
II. CONTENT:
A. Subject Matter: Identifying letter Ff and its sound.
B. Topic: Letter Ff
C. Code: PNEKP-IIIf-4
D. Learning Resources: Lesson Exemplar, Curriculum Guide, MELCs, PowerPoint
Presentation, Projector, Charts, Learning Activity Sheets, Big chart with uppercase and
lowercase letters, Music for letter Ff song and dance, Art materials (colored paper, glue,
scissors, clay), letter puzzle and picture cards.
A. Strategies: Multi-sensory learning, play-based learning, Cooperative Learning
B. Methodology: Inquiry, demonstration teaching, group activities
C. Approach: Learner Centered, Developmentally Appropriate, Responsive and
Relevant
D. Subject Integration:
 English, Music, Arts
C. Values Integration
 ESP- Cooperation, participation, appreciation of learning provide.
E. Procedure:
Parameter Teacher Activity Pupils Activity
A. Preparatory Good Morning Class! Good Morning Teacher,
Activities Let’s have our morning prayer. Guada!
Before we proceed to our lesson, let us
recall our rules. Morning Prayer
RULES 1,2,3,4 and 5
“Are you ready to learn a new letter
today?” “Yes, teacher!”

Indicator 5: Used effective verbal and non-

verbal classroom communication
strategies to support learner
understanding, participation, engagement
and achievement.

B. Developmental Teacher: “Who remembers the letter we learners: “Letter Cc!”

Activities learned yesterday?”
 Flashcard Drill for Letter Cc

1. Drill (Teacher shows flashcard of the previous

letter while singing the ALPABASA Song
let the learners give the letter sound after
the song.)

Indicator 2: Ensured the positive use of

ICT to facilitate the teaching and learning
process.

2. Motivation (Guessing Game: What's Inside the Box?)

Teacher brings out a “Mystery Box”
containing objects that start with the letter
F (fish toy, fan, flower, frog toy).

Teacher gives clues and allows students

to guess the object.
learners: “Fish!”
Clue 1: "I live in the water, I have fins, and
I swim. What am I?"
Clue 2: "I help keep you cool when it's hot.
You can turn me on and I spin. What am learners: “Fan!”
I?"
Clue 3: "I am green, I jump, and I say
ribbit-ribbit. What am I?"
Clue 4: "I am beautiful and I grow in the learners: “Frog!”
garden. People love to smell me. What am
I?"
Teacher: "All these words start with the
same letter! Today, we will learn about the learners: “Flower!”
letter F!"

Indicator 3: Used a range of teaching

strategies that enhance learner
achievement in literacy and numeracy
skills.

3. Presentation Introducing Letter Ff

Teacher: “Look at this letter. This is the

letter F. It has two lines on top and one
going down.”
(Teacher writes uppercase F and (learners Students trace the
lowercase f on the board.) letter Ff in the air.)
Teacher: “Let’s try to trace it in the air! Relating Letter Ff to Objects
Follow me.”

Show pictures (fish, frog, fan, flower, fire) learners: “Fish, frog, fan,
Teacher: “What do these pictures have in flower, fire!”
common? They all start with F!”
Teacher: “Let’s say them together: Fish,
frog, fan, flower, fire.”
 Indicator 3: Used a range of teaching
strategies that enhance learner
achievement in literacy and numeracy
skills.

4. Discussion of Cognitive Skills - Recognizing the Letter Ff

Skill #1 Teacher: “Which of these words starts with learners: (Pointing) “Fan!
F?” (Show flashcards with words: Fan, Frog! Fish!”
Dog, Frog, Cat, Fish)
Teacher: “Great job! You found the words
that start with F!”
2. Exploring Letter Ff Sound with Actions
Teacher: “Let’s practice the sound of F learners: (Blow air and
together.” say /f/)
"When we say /f/, it sounds like blowing
air. Try it! Put your hand in front of your
mouth and say /f/."
3. Word and Sound Association
Teacher: “Now, let’s match the sound /f/
with some words.”
Teacher shows pictures of words that start
with F and words that don’t.
Students clap when they hear a word that
starts with /f/. Learners clap
Teacher: "Fire?" No clapping
Teacher: "Apple?" Learners clap
Teacher: "Fan?"

Indicator 3: Used a range of teaching

strategies that enhance learner
achievement in literacy and numeracy
skills.

Indicator 4: Used research-based

knowledge and principles of teaching and
learning to enhance professional practice.

5. Discussion of Teacher: “Now, let’s write the letter F! in

Skill # 2 the Air, in the table and in the palm.
(Students trace and write uppercase and
lowercase Ff.

Indicator 3: Used a range of teaching

strategies that enhance learner
achievement in literacy and numeracy
skills.

6. Mastery Art Activity (Group Work - Differentiated

Development Instruction)
Group 1 (Kinesthetic Learners): Form Group 1 (Kinesthetic
letter F using clay. Learners): Form letter F
Group 2 (Visual Learners): Letter Hunt using clay.
Group 3 (Auditory Learners): Clap and say Group 2 (Visual Learners):
 the /f/ sound with words. letter hunt
Group 3 (Auditory
Learners): Clap and say the
/f/ sound with words.
Indicator 6: Maintained supportive learning
environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.

(Game: "Picture Puzzle – What Starts with learners will work in small
7. Application F?") groups to put their puzzle
Preparation: The teacher prepares picture pieces together.
puzzles of objects that start with F (fish, Once they complete their
fan, frog, flower, fire). puzzle, they will identify the
Each picture is cut into 4–6 pieces like a picture and say its name
simple puzzle. aloud
Game Instructions:

The teacher will distribute puzzle pieces

randomly to students.
Teacher’s Follow-up Questions:

“What picture did you form?” Flashlight, Firetruck

“What is the beginning letter of this word?” /f/
“What sound does F make?” Frog, fan,fries, etc.
“Can you think of another word that starts
with F?”

Indicator 6: Maintained supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.

Teacher asks:
8. Generalization “What letter did we learn today?” Letter Ff
“What sound does Ff make?”`j /f/
“Can you name words that start with F?” Frog, fan, flag, fries, etc.

Applied knowledge of content within and

across curriculum teaching areas

Students complete a worksheet for letter

C. Evaluation Ff found in Kindergarten Learning Activity
Sheet Quarter 4 Week 2.

Indicator 8: Designed, adapted and

implemented teaching strategies that are
responsive to learners with disabilities,
giftedness and talents.

In their Assignment notebook draw a

D. Assignment/ picture of an object that starts with Ff.
Valuing Practice writing uppercase and lowercase
 Ff at home.
Indicator 8: Designed, adapted and
implemented teaching strategies that are
responsive to learners with disabilities,
giftedness and talents.

V. REMARKS
VI. REFLECTION
A..No. of learners who earned 80% in the
evaluation
B.No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught up with
the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked Strategies used that work well:
well? Why did these work? ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing ptheir
tasks

Prepared by: Checked by:

MARIA GUADALOPE C. OYANGOREN MARIA CORAZON

A. CANOY
Teacher I Master Teacher II