WEEK 5

TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Meeting Recognize faces Song: Recognize faces Rhyme: Describe Sound Tape: Describe Happy Feeling: Describe Form groups.
Time that show Feelings that show Smile when emotions such as Tape various emotions such as Discuss emotions such as Play a song while
different emotions (Tune: different emotions you’re happy happy, sad, mad, noises that happy, sad, mad, happiness. Ask happy, sad, mad, passing an
Twinkle, Twinkle, Cry when you are glad, afraid express emotions glad, afraid each child one glad, afraid object. Whoever
Little Star; Act out sad (include laughter, thing that makes is holding the
actions indicated) Giggle if its funny cheering, him happy. object when the
Get angry if growling, Record each music stops will
Feelings you’re mad shrieking, crying, answer on a tell his/her feeling
I have feelings. etc.) “Happiness on that particular
You do, too. Mirrors: Let the children Chart.” Do the moment and why.
Let’s all sing Children sit as listen to the taped same for the
about a few. pairs facing each sounds. Ask other emotions. Simon Says:
I am happy. other, Select one them to identify Replace Play “Simon
(smile) child to show a the emotion. happiness with Says” using
I am sad. (frown) “feeling face” to appropriate word. emotions.
I get scared. the partner. Let Face Match:
(wrap arms the other child Collect Characters: “Simon says walk
around self) guess what shoeboxes. On Invite children in a circle feeling
I get mad feeling he/she one shoebox, one at a time to happy.”
(make a fist and shows. draw a happy come in front of “Simon says walk
shake it) face. Do the the group. Then in a circle feeling
I am proud of Matching Game: same for the whisper sad.”
being me. Draw a picture of other emotions. something into
(hands on hips) faces showing Cut faces of the child’s ear like
that’s a feeling the different people from “You’re very
too, you see. emotions. Label magazines. happy.” The child
I have feelings the picture. Children sort the uses hands, face,
(point to self) pictures feet, arm to
You do, too accordingly. communicate the
(point to feeling to the
someone else) other children.
We just sang The rest of the
about a few. children identifies
the demonstrated
Discuss the feeling.
different emotions
in the song.

Draw a face.
Form 4 groups.

Week 5 P. 26
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Choose a leader
for the group who
will pick a strip of
paper containing
the 4 emotions in
the poem. Draw
this on a paper
plate.
Big Group Identify sounds Song: Distinguish Match the Identify objects Magic Bag: Develop left to Race: Produce the Song:
Activities produced by Old McDonald similar and Sounds: that are the same One child will get right eye Bring the class sounds of b and Bingo
different animals dissimilar sounds Prepare 12 tin in a given set one object from movement out of the room. m in the initial (PEHT)
and objects in the Story: cans with lids; the bag. Another Have the children position
environment • The Little Red Identify words 2 empty cans; Identify an object will get another Develop up and stand in pairs. Bingo starts with
• Sounds from Hen that rhyme 2 cans half-filled that is different in object from the down eye Mark a starting Identify the this letter Bb
nature (PEHT) with water; a given set bag. Show and movement and finish point. sounds of b and (show letter) its
Example: • Six Little 2 cans half-filled tell whether it’s (left-right m from other sound is -
dog – aw, aw Ducks with rice; the same. If not, movement) letter sounds (produce)
rain – pit, pat 2 cans half-filled another child will
• Sounds Song: with sand; Identify letters get another Choose a pair to Identify and write Sing Bingo
produced by Doggie, Doggie, 2 cans half-filled that are the same object till they start the race, the the big and small without its lyrics
machines Aw with stones. from a given set pair it up. Start others stay in Bb and Mm just the sound of
Example: again. front of the Bb
jeep – beep, Song: Ask pupil to pair Identify letter that Do the same. starting and finish
beep Beep, Beep up cans which is different from a Use letters then point. Watch the My Bonny Lies
musical produce similar given set words. movement of the Over the Ocean
instruments – Poem: sounds racers until they My bonny lies
boom, boom My Little Toy Identify words Memory Game: reach the finish over the sea
(drums) Train Teacher that are the same Cards are point. My bonny lies
produces two from a given set distributed to the Let the other over the ocean
Identify loud and Game: sounds. Pupils class pairs do the Oh bring back my
soft sounds “What Sound is tell whether they Identify the word 3 pupils stand same. bonny to me.
That?” are the same or that is different infront of the
different. Do this from a given set class. They will Race: (For every Bb
Let the child by group. The show their cards. Use Toy Cars sound, do action
close his eyes. group with the Choose which (same procedure such as half-knee
Teacher highest score cards are the as above) bend)
produces sound. wins. same. Choose
Ask the child to which is different. Highest Ball: Rhyme:
identify the Rhymes: Do the same with Choose 5 Miss Muffet
sound. Little Jack Horner letters and words. children. (PEHT)
Little Miss Muffet Give each a ball
Have each child Two Little and have them Rhyme:
choose an object. Blackbirds stand infront of Mother, Mother
Examine it and the other
think of the sound children. Mother, mother
it makes. Ask them to I am sick
throw the ball as Call the doctor
high as they can. very quick

Week 5 P. 27
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Have 2 or 3 Game: The child who Mother, mother
children try to Find A Pair throws the shall I die?
create some Each child will pin highest wins. No my darling
harmony out of a picture. When Choose another Do not cry
their instruments teacher says group to do the
together. “pair,” pair with a same. Rhyme:
classmate whose Ma, Me, Mi, Mo,
Let the children picture rhymes Most Catch Mu
bring different with his own
musical picture. Choose 5 Mama loves me
instruments. Ask children. so
someone to play Starting at the Mama I love you
the instrument same time, throw Ma me mi mo mu
he brought and the ball up and let (Change with
give the name of the pupils catch. names starting
the instrument. Count how many with M)
Game: they can make
Children close without missing. Mother, Mama
their eyes. One having the starts with letter
Someone plays most number of Mm (show letter)
the instrument. catches wins. its sound is –
Children give the (produce)
name of the
instrument. Recite Mother,
Mother without
Strike the drums showing the
very hard. Ask word. Produce
whether the the sound.
sound is loud or
soft. Pluck the Writing Mm and
guitar. Ask Bb using different
whether it is loud body parts.
or soft. Form two groups.
Have contests in
Each child will get writing the letter
an instrument of the sound the
and play with it teacher will say.
following the
instructions the
teacher gives
(loud or soft).

Week 5 P. 28
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Supervised Show Pray before Wash hands Show how to Set the table for Encourage a Nakakaugalian Pagliligpit ng Use the waste Cleaning ones
Recess gratefulness to eating before and after wash the hands eating group of children ang wastong sariling gamit can or waste food waste
God eating. correctly. to set the table pagliligpit ng matapos kumain basket properly
Pray: with spoons, sariling gamit Discuss with the
God is good Discuss why it is forks, glasses, matapos kumain Bigyang-pansin children where
God is great necessary to etc. They can kung tama they should throw
Thank you God wash the hands match the away their food
for our food before and after number of Bigyang-katwiran waste like candy
Amen. eating. children ang ginawa. wrappers, fruit
corresponding peelings.
Talk about Recite the poem with the number
how people get while washing the of glasses,
food and how the hands. spoons and forks.
birds get their Wash your hands
food. Wash your hands
Wash them
everyday
Wash your hands
Wash your hands
Every after play

Talk why one

should wash
his/her hands.
Small Respond to After checking Respond to After checking Act out the Ask the children Identify the Hide one child Identify names of Call out 3-4
Group rhythm through the class rhythm the attendance rhythm and to form a circle source of sound and ask him to classmates that names of children
Activities different body attendance and and talking about sounds heard and listen to a make a sound. have similar/ at a time. Ask
movements talking about the the calendar and accordingly tape. Ask them Ask the children same sounds the children to
weather, gather weather, gather to act out the to look for the identify the
the children in a the children in a rhythm of the source of the names which
circle and recite circle and do the sounds they hear. sound. They start with the
the poem. Echo Clap. They may match guess what same letter
the picture with sound they hear. sound.
• We slide and • Using a name the sound they Can respond to
slide and a of a child, clap hear. the rhythm of Recite a rhyme. Divide the class
1-2-3 (3x) the number of sounds heard Let the children into two groups.
Tra la la la la syllables of a Form a Kitchen tap out the Let them identify
• We jump and child’s name. Band. rhythm of the the initial sound
jump and a 1- Example: nursery rhyme of an object or a
2-3 (3x) Nena has two Let pupils bring with the person’s name.
Tra la la la la claps. some kitchen instruments they The first one to
• We march and • Use a drum utensils they can have. give the correct
march and a and ask the use to act out the answer steps
1-2-3 (3x) children to rhythm of any Have one child forward.
Tra la la la la respond to the sound heard. come to the front
sound of the of the room and
drum either by play a rhythm
marching, with the

Week 5 P. 29
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Use drum, skipping, Play the music instrument. The The group that
tambourine, stamping their and let pupils use other children try gets the most
maracas as feet. the utensils to to guess the number of correct
children do the • Have pupils accompany rhythm and do it answers wins.
movement. tap the music heard. by clapping,
rhythmic stamping, Song:
Vary the sound pattern of their snapping fingers, Sounds I Hear
from loud, soft, names and etc. (Tune: I Have
fast, slow. group Two Hands)
themselves
according to I have two ears
the patterns For me to hear
Example: Sounds
Bernard, Joel, everywhere
Ricky, Melanie, Both far and near
Desiree, Mary
Ann Listen (2x)
And tell me
Beautiful sounds
That you can
hear.
Story Time Nakasasagot sa Kuwento: Napagsusunud- Kuwento: Naisasadula ang Kuwento: Nakapagbibigay Kuwento: Naisasadula ang Kuwento:
tanong na Ano, Si Tembong sunod ang mga Si Tembong piling bahagi ng Si Tembong ng hinuha tungkol Si Emang kuwento Si Emang
Sino, Saan, Mandarambong pangyayari sa Mandarambong kuwento Mandarambong sa kuwento Engkantada Engkantada
Kailan (Adarna Vol. 3) kuwento (Adarna Vol. 3) (Adarna Vol. 3) Nasasabi ang
Pakikinig sa aral na nakukuha Bumuo ng 3
Maghanda ng Gumawa ng Bumuo ng 3 kuwento sa kuwento grupo.
cutout ni outline ng mga grupo.
Tembong, walis, pangyayari sa Pagsagot sa
palasyo, bundok kuwento at isulat tanong na Ano,
Sagutin ang mga ito sa papel. Pumili ng Sino, Saan at Pumili ng
tanong sa paboritong Kailan paboritong
pamamagitan ng Bumuo ng bahagi ng bahagi ng
mga cutouts pangkat na kuwento at Pagsagot sa mga kuwento at
Halimbawa: kasingdami ng isadula. tanong na isadula.
Sino ang tamad outline. Hayaang naghihinuha Ipasabi ang aral
na taga-Baryo bumunot ng isang na nakuha sa
walis? papel ang bawat Halimbawa: kuwento.
pangkat. Iguhit Ano kaya ang
ang pangyayaring pambihirang
ito. galing ni Emang
Engkantada?
Pagsunud-
sunurin ang mga Bakit kaya
iginuhit ayon sa tinawag na
pangyayari. haragan ang
tatlo?

Week 5 P. 30
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Big Group Identify sets with Song: Tell the number Recite the poem: Order sets with 0 Game: Compare 2 sets Show 2 sets of Compare 2 sets Repeat activities
Activities objects 0 to 10 I Have Two of objects in a Five Little Birds to 10 objects from “The Boat is using the objects one at a using the in Day 4 to
Hands given set of 10 or least to greatest Sinking” expressions time. expressions master the
less Five little birds and vice versa “fewer than”, “fewer than”, lesson.
Poem: without any home Use counters like “more than” and Sets may have “more than” and
Ten Little Fingers (hold up five beads, popsicle “as many as” in a different or equal “as many as” in a Give more
fingers) sticks and straws. given set of 10 or number of given set of 10 or exercises using
I have 10 little Five little trees in less objects. less cards with sets of
fingers and 10 a row Let pupils make 10 or less
little toes (Raise hands sets of straws For two sets of objects.
(children point to high over head) from 1 to 10 and different number
the parts of body Come build your let them arrange of objects
as they repeat nests in our it from least to questions like
the words) branches tall (cup greatest first. “which has fewer
hands) objects which has
Two little arms We’ll rock them to Repeat the more objects?”
and one little and fro. activity, this time may be asked.
nose. from greatest to
Present sets of least. Emphasize the
One little mouth objects of varying phrases “fewer
and two little numbers than”, “more
ears. than” and “as
Two little eyes for Let pupils count many as.”
smiles and tears. the objects in a
set. Tell how
One little head many objects are
and two little feet. in a set.
One little chin,
that makes it Repeat the
complete. activity until
everybody has
Ask the pupils: done the same.
• how many
fingers are
there in one
hand
• how many
fingers are
there in all

Present sets of
different number
of objects.

Week 5 P. 31
 TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
SCHEDULE Skills Activities Skills Activities Skills Activities Skills Activities Skills Activities
Indoor/ Nakalalahok sa Laro: Naipakikita ang Eco-collage: Naisasagawa Role Play: Naigagalaw ang Pagtugon sa Naipapahayag Magpatugtog ng
Outdoor isang payak na Stick Relay pagkamalikhain Kumuha ng ilang nang maayos ang Ipagawa sa mga katawan sa ritmo sa ang damdaming iba’t ibang uri ng
Activities relay (PEHT) sa paggamit ng piraso ng walis iba’t ibang kilos bata ang gawain pagtugon sa pamamagitan ng isinasaad ng musika (modern,
iba’t ibang tingting at mga lokomotor na may ng isang Metro himig at indayog kilos di-lokomotor himig/tugtugin rap, jazz,
Number Relay: materyales at dahon upang angkop na pag- Aide na gamit ng musika o Halimbawa: classical)
Form 2 groups pamaraan sa makabuo ng uugnay ng mga ang walis. tugtugin pagpalakpak, Tuwing
with 10 players. sining kanilang sariling binti at mga pagpadyak pinapatugtog ang
Assign each palasyo. kamay Role Play: isang uri ng
player the Pagtawid sa Awit: musika
numbers 0-10. Gumamit din ng isang “imaginary If You’re Happy pasayawin ang
On signal, the iba’t ibang buto trail” sa and You Know It mga bata.
first player gets (ipil-ipil, pamamagitan ng Pagkatapos ng
the sampalok) upang pagtungtong sa Pagtugon sa ilang minuto
corresponding makabuo ng mga cutouts na ritmo ng tanungin kung
number of sticks isang bagay na pabilog na tugtuging martsa anong damdamin
from a box on the pansining. parang “stone ang isinasaad
table in front. bricks.” Ang mga bata ay nito.
Then he goes Color-Etching magkukunwaring Ulitin ito na
back to the sundalo at iikot ginagamit ang iba
starting line and sa silid-aralan pang tugtugin.
shakes hand with habang
the next player. nagmamartsa.

Second player
does the same,
gets
corresponding
number of sticks
and runs back.

The game goes

on till they reach
10.

The group who

finishes first wins.

Week 5 P. 32