WHOLE-BRAIN LESSON PLAN
2nd QUARTER
WEEK TITLE: I belong to a Family. LEVEL: Kindergarten
LESSON TITLE: My family is a part of a community/barangay. WEEK: 19
SESSION: 1
I. LEARNING ENDSTATES:
What skills & competencies, values & attitudes (7 mastery skills) are being developed? To what degree should students be assessed?
The learner:
Learning to THINK: Knows that a family is a part of barangay/community
Learning to DO: Uses simple polite greetings in talking about oneself, family and school
Learning to FEEL: Gives importance in participating community activities
Learning to COMMUNICATE: Tells the ways how family help other families in community
Learning to INTUIT: Gives possible outcomes if a family do not participate in community activities
Learning to LEAD: Actively participates in all activities
Learning to BE: Responsible member of a family and in the community
II. ESSENTIAL QUESTIONS:
1. What is a barangay?
2. Where does the word barangay come from?
3. What is the name of our/your barangay?
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III. METHODS, ACTIVITIES AND MATERIALS TO ACHIEVE ENDSTATES
A. Methods B. Activities C. Materials
Play-based approach Balangay making (paper folding activity) (TS) Paper
Thematic Approach
Poster of Words with letters NGng, Ññ (IA) ¼ cartolina outline of the letter NGng, Ññ for each
learner, colored markers, crayons
It’s a Match (pictures-letters NGng, Ññ) (IA) Set of picture cards of objects with the NGng and Ññ
sound, letter cards of NGng, Ññ
Writing Paper (NGng, Ññ) (IA) Writing papers (with letter dot patterns for each
letter)felt tip pens, pencils, crayons
Letter Tracing (IA) Small flat trays with flour or baby powder
Story Time Storybook: “Da Ning ken Rio iti Igid ti Baybay”
Hand Game (Concentration 0-6) (TS) Any kind of counters, sheets of paper, pencils, pens
Fishing Game (IA) Fish cut outs( that have the numbers 1-10 on them)
with paper clips attached, fishing rod wit magnet at
the end of the string, blue mat as fishing area
Play Dough Numerals (IA) playdough
Who has more? (IA) assorted counters, six plastic saucers
Block Play Challenge Six table or floor block for each learner
Shape Hunting (IA) paper cut-out of square, circle, triangle, rectangle;
plastic trays
Singing songs/Recite rhymes and poems Video clips and songs
IV. RUBRIC FOR ASSESSMENT
1. Product-based Assessment Rubric for Independent Activities (See Appendix A)
2. Performance-based Assessment Rubric for Teacher-Supervised Activities (See Appendix B)
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V. INSTRUCTIONAL PHASES
BLOCKS OF TIME ACTIVITIES SKILLS DEVELOPMENT
The teacher greets every learner that enters the The learner
classroom. uses proper expressions and polite greetings
in appropriate situations
The teacher starts a conversation that encourage the asks simple questions
Arrival Time learner to talk and share their experiences. demonstrates locomotor and non-locomotor
skills
While waiting for others to come, the learners demonstrates fine motor skills (when playing
explore the different play areas or activity centers in manipulative toys) while waiting for the
the classroom. others to come.
Introductory or preparatory activities for the day
which includes:
class circle for teacher-guided recitation uses polite expressions in greeting others
teacher-led physical exercises
tells the name of days in a week, months of
the year
rote counts up to 20;
listens attentively to songs;
Meeting Time 1
shows willingness with self-expression
through rhythm/singing
identifies different kinds of weather
listens attentively to the teacher
dances patterns/joins group movement
activities
Watch video: Row, row, row your boat.
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[Link]
YMGA tells the different magic words and identifies
The teacher processes what the learners saw when to use these words;
and heard in the video. tells the importance of polite words
Greeting classmates and teachers with polite
expressions
Watch a video: Boat Making
[Link]
Set standards follows one-step instruction that include
Give instructions/directions simple preposition
Distribute materials follows 2-step instructions that include
prepositions
Teacher-supervised Activity
Balangay Making (see KTG vol. I, page 83) performs the following competencies like
:2.2 paper folding
Work Period 1
-Learners fold paper as instructed.
Independent Activities (see KTG vol. I, page278)
Poster of Words with letters NGng, Ññ identifies the letters of the alphabet(mother
tongue, orthography)
-Learners identify the letter NGng, Ññ gives sounds of its letter(mother tongue,
-Learners name words with the NGng, Ññ orthography)
sounds names objects that begin with a particular
letter of the alphabet
It’s a Match (pictures-letters NGng, Ññ) identifies letters of the alphabet
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-Learners give the sound of the letter gives the sound of each letter
NGNg Ññ
writes the lower case for each upper case
Writing Paper (NGng, Ññ) letter or vice versa
-Learners write the letter NGng, Ññ
traces, copies, and writes the letters of the
Letter Tracing alphabet
-Learners trace the letter NGng, Ññ
“Hulaan mo ako”
Language, Literacy and Communication
Skills such as following instructions and
recalling information
Meeting Time 2
Presentation of outputs accomplished in
Work Period 1 interprets information from the output made
The teacher will process the learners’
outputs accomplished in Work Period 1
Prayer develops a habit of being thankful to the
Practicing proper etiquette for eating Creator
practices proper etiquette for eating—feeds
Developing self using fingers/spoon without spillage,
Recess
personal Autonomy or self-help skills drinks from cup unassisted, disposes wastes
fine motor skills such as opening lids and properly, keeps things in their proper places
containers
Proper disposal of wastes/trashes
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Keeping things in their proper places
The teacher plays a relaxing music follows rules willingly and executes school
Quiet Time
Learners rest or engage in relaxing activities tasks and routines well
Story: Da Ning ken Rio iti Igid ti Baybay
(Teacher-led storytelling)
Sing:
Siak ti gayyemyo, gayyemyo a libro.
Agistoria kanayon kanyayo.
Al-alwadandak, tartaripatuendak
Siak ti gayyemyo, gayyemyo a libro.
Saandak padpaddakan.
Saandak tugtugawan.
Saanyo a pigpigisen dagiti panidko.
Siak ti gayyemyo, gayyemyo a libro.
Story Time
Agistoria kanayon kanyayo.
Al-alwadandak, tartaripatuendak
Siak ti gayyemyo, gayyemyo a libro.
(The teacher browses the pages of the book while
singing to develop book and print knowledge).
identifies parts of the book
Pre-Reading identifies the title of the story
Define difficult words/vocabulary-building talks about the pictures on the book
predicts what the story is all about based on
Motivation Question: What is the name of the title of the boo and the picture on the
your barangay? cover
Motive Question: What kind of barangay is the points the first part/beginning of the story
story? asks questions about the story
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talks about the details seen in the storybook
During Reading participates actively in a dialog or
The teacher reads the title, the author and the conversation of familiar topics
illustrator of the book. recalls details from the story listened to
While reading, the teacher may ask sequence events from a story listened to
comprehensive question. tells what level is he/she already
tells the activities done by the families in the
Post-reading story
Ask: What is the barangay in the story like? knows the family activities in school
Is that barangay same as ours?
Set standards
Give instructions/directions
Distribute materials
Teacher-supervised Activity
Hand Game (Concentration 0-6) (see KTG vol. tells that the quantity of a set of objects does
I, page 282) not change even though the arrangement has
changed
-Learners make different combinations of 6. recognizes and visualize situations that
require addition and subtraction
Work Period 2
recognizes the words “take away”, “less”, and
“are left” that indicate the act of subtracting
whole numbers
writes subtraction number sentences using
concrete representations.
Independent Activities (see KTG vol. I, pages 284-285) recognizes and identify numerals 0-10
Fishing Game
-Learners recognize numerals correctly waits for turn
-Learners write the numeral 6
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Playdough numerals (0-6) molds clay
-Learners represent numerals with matches numerals to a set of concrete
corresponding objects using playdough objects from 0-10
Who has more?
-Learners recognize more or less compares two groups of objects to decide
which is more or less, or if they are equal
Block Play Challenge
-Learners create or build anything using 6 assemblages of blocks
blocks
relates stories about activities in school
Sing “Row, row, row your boat”
Set standards and tell procedures
Indoor/Outdoor Games Play “The boat is sinking” (see KTG vol. I, pages 285- uses locomotor and non-locomotor skills in
286) playing
demonstrates sportsmanship
Learners follow rules, form groups 1-6, show
sportsmanship
Learners pack away their things keeps things in their proper places
The teacher synthesizes the learner’s learning recalls and tells the activities he/she has done
experiences and give reminders and learning for the day
extensions. gives thanks to peers, teacher and God for
Meeting Time 3
Learners share new experiences and favorite the things done
activity for the day
Prayer
Sing goodbye song
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