Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula

LESSON PLAN IN KINDERGARTEN

MATATAG CURRICULUM
Division Demonstration

Teacher-Demonstrator: ELIZABETH A. BARLOSO

Date: May 5, 2024

I. OBJECTIVES

A. Content The learners demonstrate understanding of attitude, emotions, similarities and

Standard differences of oneself and others including the concept of family, and of
importance of physical health, safety, and appropriate movement concepts

B. Performance The learners manage emotions, make decisions, recognize similarities and
Standard 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 Demonstrate ability to respond appropriately in different situations and events.

Competency
Objectives: Pagkatapos ng Aralin, ang mga bata ay inaasahaan na:
a. Identify the different emotions. ( happy,sad,angry,scared)
b. Show various emotions ( happy,sad,angry and scared)
c. Count objects with one-to-one correspondence up to quantities of 3.
II. THEME KNOWING WHO WE ARE AND OUR FAMILIES
Subthemes: We have feelings ( Basic Emotions)
III. LEARNING
RESOURCES

A. References: KTG, Week 5, 1st Quarter: SEKPSE – If – 2, LKVPD-le-4

K-10 MATATAG Learning Competencies ( no. 3 )

B. Other Materials: Tarpapel, Cards of pictures and numbers, chart of activities,

Learning powerpoint presentation,Google. and youtube.
Resources
IV. PROCEDURES IDF
(BLOCKS OF
TIME)
ARRIVAL TIME Arrival of the learners in the classroom, playing with
educational toys, manipulatives, etc.
MEETING TIME 1 *Checking of attendance- The teacher let the pupils Play-based approach.
(15 Minutes))
put their entrance stick puppets to the attendance
chart.
Inquiry-based
*Telling the Days of the week- The teacher let the approach.
pupils check the day, date, year.

*Checking of the Weather- The teacher let the pupils Collaborative

tell the weather for the day. approach.
*Songs/poems and regular exercises- The teacher let
the pupils preformed the regular exercises.
“ kung ikaw ay masaya”.

*Classroom Rules – the teacher sets the classroom Reflective approach

rules.

CIRCLE TIME 1

(45 Minutes)
Reading of story for the day: Bakit matagal ang sundo Inquiry-based
ko? approach.
Transition Song and Pre-Listening Activities: circle time
* Give standards in listening to a story.

* Present the emojis that express the basic

emotions.

(Showing by PowerPoint presentation)

Reflective Approach
(Possible answers: ( happy,sad,angry and scared )

* Give motivation and motive questions.

Motivation question:
1. Who picks you up after school?
( Kkinsa ang tigkuha ninyo sa skwelahan? )
2. How would you feel if the person assigned to
pick you up was late?
(Unsa ninyong gibati kung wala pa inyong
sundo?
3. What will you do while waiting?
Unsa ang imong buhaton samtang gahulat?

Motive question: In our story today, we will

know:
1. Who picks the girl after school in the story?
(Kinsa ang nagsundo sa bata paghuman sa
klase sa istorya?

2. How does she feel that the person who will

pick er up is late?
(Unsa iyang gibati pagkabalo nga wala paiyang
sundo?)
3. What did she do while waiting?
Unsa kaha iyang buhaton?

During Reading: Read the story with feelings and

emotion. Change the voices based on the
characters in the story.

 Post Listening Activities:

1. What is the title of the story?
2. Who picks the girl after school in the story?
(Kinsa ang nagsundo sa bata paghuman sa klase
sa istorya?
3. How does she feel that the person who will pick
er up is late?
(Unsa iyang gibati pagkabalo nga wala paiyang
sundo?)
4. What did she do while waiting?
Unsa kaha iyang buhaton?

Teachers-Supervised:
Presentation of group rubrics.
Group Activity:
Group 1:
Draw the feeling of the girl while waiting for her
mother to arrive.
Group 2:
Act-out the scene when the girl and the mother meet-
up.
Group 3:
Show the basic emotions being portrait in the story.

Introduction of the Message for the day:

Emotions are feelings that can be shown in actions and expressions.
Let us learn the basic emotions

This is the picture of a happy face.

This picture shown a happy feeling or feeling happy.

This is the picture of a sad face.

This picture shown a sad feeling or feeling sad.

This is the picture of an angry.

This picture shown an angry feeling or feeling angry.

This is the picture of a scared face.

This picture shown an angry feeling or feeling angry.

Teacher Supervised:
Group 1: Puzzles
1. Form the cut- out pictures and paste it in the manila
paper.
Play based/
constructivist/
collaborative
Group 2: Connect the pictures in column A to the
approach
proper emotions in column B.

Put the correct emotions in every situation.

Group 3: Ready camera action (by pair)

1. Your classmate gave you snacks during
recess
2. Your brother destroys your toys.
3. You are left behind the dark room.
Let the group present their output

Independent Activities:
What emotions are being shown in each picture? Color
the correct emotions.

constructivist
 Reflective Approach
SUPERVISED RECESS Let the learners do the following before taking snacks/
(15 Minutes) food.

 Washing hands
 Pray (let the pupil lead a short prayer)
 Eat
 Clean the area

QUIET/NAP TIME Let learners taking a nap /yoga exercise.

(10 Minutes)

Collaborative
CIRCLE TIME 2
approach
The teacher reminds learners that nap time is over, and
(40 Minutes)
everyone will get ready for the singing of a song.
While singing, the learners will follow the instructions
mentioned in the same song.
Transition Song: Let us count.( Mag-ihap kita)

Introduction to numeracy:
Let us go back to the story we listened to a while ago.
Can you give at least 3 feelings of the girl in the story.
Inquiry-based
let the pupils count the animals.
approach/
Count my emotions
Collaboration
approach
1 2 3
Materials : cut-out numbers and tray
Instructions:
1. Put 3 trays with number 1-3.
2. Let the pupils draw lots from the magic box.
3. Let them count the emotions and put it in the tray
with numbers.
Teacher-supervised: Play-based approach.
Group Activities:

Group 1-Count and Match

Materials: cut-out emojis,chart
Instructions:
Connect the correct number of emojis to the correct
numerals’
Constructivist
approach.
Group 2- throw-a-dice

Materials: Dice and real objects

1. Prepare cut-out emotions.
2. Let the pupils throw the dice
3. Let them identify the number and look
corresponding numbers of emotions.
 4. Let everyone in the group perform. Play-based approach.
Group 3-Number Chart
Instructions:
1. Prepare a cut -out emotions
2. Let the pupils paste in their corresponding
number.
Constructivist
Ask the learners the following:
approach.
- What are the numbers you learned today?
- Let us count numbers 1,2, 3.
-
Independent Activities: Show me what you have:
1. Give envelop to selected 3 pupils.
2. As the open envelop. Let them count the group of
emotions in front of their classmates.
Values Integration:
 How would you feel if you received a
snack from your classmate?
 What will you do if your classmate hits
you?

 What did you do to make your group

activities successful?

INDOOR/OUTDOOR Activity 1: Feeling hopscotch

PLAY
Materials: print out Play-based Approach
(35 Minutes)
Instruction:
1. Draw a simple hopscotch on the floor with
different emotions.
2. Teacher ask questions and the learners hops on
emotions.
3.
Activity 1; Treasure hunting ( E-Games)
ICT Integration.

WRAP-UP TIME
(20 inutes 1. What are the different kinds of emotions? Reflective approach
2. Act-out the different basic emotions ( happy, sad,
angry and scared). Inquiry-based
3. Let us count 1-3. ( 1,2,3,) Approach
4. Let us write number 1-3 in the air. Play-based Approach

Values integration:
Children do you know that we Filipinos are among
the happiest and strong people especially us the
“SIBUGAYNONS”
Now Show me your HAPPY FACE…..

Reflective approach
DISMISSAL TIME
 Fixing things inside the classroom.
 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:

ELIZABETH A. BARLOSO
T-I/Teacher Demonstrator

Reviewed by:

ESTRELITA A. PEŇA, Ed.D

Education Program Supervisor

Approved by:

EVELYN F. IMPORTANTE
CID Chief

Observers: