KINDERGARTEN CLASS DAILY PLANS

WEEK 1: ____________________
Monday Tuesday Wednesday
CONTENT FOCUS: I belong to a class. (classroom orientation)
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Messae: Welcome! Today is the first day of school. We
belong to the Kindergarten class.
Messae: Our classroom is part of a school. The name of
our school is ____________.
Messae: There are children and adults in our classroom.
!ues"#ons: o! !as your "acation# What did you do
during your "acation#
!ues"#ons: Who are the youngest students in the school#
Who are in school for the first time# Why do you !ant to go
to school#
!ues"#ons: Who are the people in our classroom#
WORK PERIOD 1 WORK PERIOD 1 WORK PERIOD 1
Tea$%e&'Su(e&)#sed: Writer$s Wor%shop& What did you
do during your summer "acation#
Tea$%e&'Su(e&)#sed: 'elf (ortrait ) (!rite&up) *y name
is___.
Tea$%e&'Su(e&)#sed: (eople (uppets
Inde(enden":
+loc% (lay
,ind a *atch ( identical pictures)
-olor *atch
-olor .otto
Inde(enden":
+loc% (lay
,ind a *atch ( identical pictures)
-olor *atch
-olor .otto
Inde(enden":
+loc% (lay
+ead 'tringing
(icture *atch ( identical pictures)
+ingo: -olors
-olor /omino
MEETING TIME *: MEETING TIME *: MEETING TIME *:
A$"#)#"y: -ount and Turn (01213)
Messae: We did many things during the summer.
A$"#)#"y: -ount and Turn (01213) A$"#)#"y: -ount and Turn (01213)
Children show their People Puppets and tell the class
Children share what they wrote for writers workshop. !ues"#ons: Why do children go to school# Why do some
children not go to school#
something about the person.
Su(e&)#sed Re$ess Su(e&)#sed Re$ess Su(e&)#sed Re$ess
STORY: 4yo%o (umaso% 'a (aaralan STORY: +a%it *atagal ang 'undo Ko# STORY:
WORK PERIOD *: WORK PERIOD *: WORK PERIOD *:
Tea$%e&'Su(e&)#sed: 5un% +o6 'orting
Odd One Out
Tea$%e&'Su(e&)#sed: 5un% +o6 'orting
Odd One Out
Tea$%e&'Su(e&)#sed: .abeling Things in the -lassroom
-lassroom In"entory
Inde(enden":
-onstruction Toys
'hape *atch
'hape .otto
'hape /omino
Inde(enden"::
-onstruction Toys
'hape *atch
'hape .otto
'hape /omino
Inde(enden"::
'hape *atch
+ingo: 'hapes
'hape (u77les
INDOOR+OUTDOOR ACTI,ITY: 8ame -hain INDOOR+OUTDOOR ACTI,ITY: 8ame -hain INDOOR+OUTDOOR ACTI,ITY: 4t the 'chool
MEETING TIME -: /ismissal 9outine MEETING TIME -: /ismissal 9outine MEETING TIME -: /ismissal 9outine
1
T.URSDAY FRIDAY NOTES
CONTENT FOCUS: I belong to a class. (classroom orientation)
MEETING TIME 1: MEETING TIME 1:
Messae: Our classroom has different areas. We !ill use
these areas in different !ays.
Messae: We ha"e :obs in the classroom.
!ues"#ons: What are the different areas in the classroom#
What do you see in each area# What can !e do in each
area#
!ues"#ons: What is a :ob# Why do !e need :obs inside the
classroom# What !ill happen if !e do not do the :ob assigned
to us#
WORK PERIOD 1 WORK PERIOD 1
Tea$%e&'Su(e&)#sed: -lassroom Tour
-lassroom *ap
-ontinue -lassroom In"entory
Tea$%e&'Su(e&)#sed: 5ob -hart
-ontinue -lassroom *ap
Inde(enden":
+loc% (lay
+ead 'tringing
(icture *atch ( identical pictures)
+ingo: -olors
-olor /omino
Inde(enden":
+loc% (lay
+ead 'tringing
-olor *atch
-olor .otto
+ingo: -olors
-olor /omino
MEETING TIME *: MEETING TIME *:
R%y"%/#$ a$"#)#"y: -ount and Turn (01213)
Show the Classroom Map and discuss what activities
R%y"%/#$ a$"#)#"y: -ount and Turn (01213)
Show the Job Chart and start assigning obs. !iscuss
can be done in each area. !iscuss some dos and donts what each ob entails.
Su(e&)#sed Re$ess Su(e&)#sed Re$ess
STORY: STORY:
WORK PERIOD *: WORK PERIOD *:
Tea$%e&'Su(e&)#sed: 8umber 'tations (;uantities of 3) Tea$%e&'Su(e&)#sed: 8umber 'tations (;uantities of 3)
Inde(enden"::
.acing 'hapes
'hape *atch
+ingo: 'hapes
'hape (u77les
5un% +o6 'orting
Inde(enden"::
.acing 'hapes
+ingo: 'hapes
'hape .otto
'hape (u77les
5un% +o6 'orting
INDOOR+OUTDOOR ACTI,ITY: 4t the 'chool INDOOR+OUTDOOR ACTI,ITY: 9elay <ames
MEETING TIME -: /ismissal 9outine MEETING TIME -: /ismissal 9outine

2
APPENDI0: WEEK 1
A1 T.EME'RELATED ACTI,ITIES
Se23'Po&"&a#"
Ob:ecti"e: to dra! one$s self
*aterials: = cross!ise bond paper pencil crayon
8umber of (layers) (articipants: indi"idual
(rocedure:
0. <i"e each child a half piece of bond paper.
2. 4s% the child to dra! herself) himself.
3. 9emind the child to color his) her dra!ing.
>. .et the child !rite his) her name on the paper. If the child does not %no! ho! to !rite his)her name1 he)she can copy
this.
Peo(2e Pu((e"s ? @There are people in our classroom.A
*aterials: pre&cut cardboard puppet1 popsicle stic%s1 mas%ing tape1 scissors1 pencils1 crayons
8umber of (layers)(articipants: B children
(rocedure:
0. Tell the children that they !ill ma%e puppets of the different people in class.
2. /istribute pre&cut cardboard puppets to each child.
3. 4s% each child to design his)her o!n puppet.
>. 4ttach each puppet to a popsicle stic% using mas%ing tape
C. /isplay the puppets. (ut the title of the acti"ity ? @There are people in our classroom.A
C2ass&oo/ Tou&
Ob:ecti"e: to become familiar !ith the classroom en"ironment
8umber of players) participants: small group
(rocedure:
+ring small groups of children to each learning area in the classroom ? meeting area1 !or% area1 bloc% play D dramatic
play area1 reading area1 etc. /iscuss !hat they can do in each area. Tal% about !hat materials or supplies can be found
here. Tal% about acceptable and unacceptable beha"ior !hile playing or !or%ing in each area. Tell the children that they
!ill ma%e a classroom map after going around the room.
C2ass&oo/ Ma( 4 Can you 3#nd you& 5ay a&ound ou& $2ass&oo/6
Ob:ecti"e: to become familiar !ith the classroom en"ironment
*aterials: medium ?si7ed manila paper1 scratch papers1 pencils1 crayons
(reparations: Teacher should ha"e labeled the map already !ith pencil to sho! the important areas in the classroom so
as to guide the children in the actual mapping acti"ity.
8umber of (layers)(articipants: B
(rocedure:
0. 4s% the children to loo% around the classroom and identify that area.
2. <i"e them a piece of paper and as% them to dra! that area1 the things they see there and help them label the area.
3. .ay out the pieces of papers and tal% about ho! they are arranged in the classroom ? What is beside !hat area# What
comes ne6t# What is behind it#
>. (aste them on the manila paper and post it on your !all. Write the title of the acti"ity & @-an you find your !ay around
our classroom#A
La7e2#n T%#ns #n "%e C2ass&oo/
Ob:ecti"e: to identify ob:ects in the en"ironment
*aterials: strips of paper mas%ing tape
scissors
8umber of (layers)(articipants: E&B
(rocedure:
0. .et the children !rite a label for each ob:ect in the classroom.. F6. blac%board1 pencil1 table
If the child cannot spell the !ords on his o!n yet1 teacher !rites the !ord on a card and
as%s the child to copy the !ord from this model.
2. 4s% them to stic% these labels to these things using mas%ing or transparent tape.
3
C2ass&oo/ In)en"o&y
Ob:ecti"es: to count ob:ects
to copy !ords from model
*aterials: paper1 pencil
8umber of (layers)(articipants: B
(rocedure:
0. 4s% children to do an in"entory of the follo!ing things in the classroom: table1 chairs1 blac%board1 cabinets1 cleaning
materials1 boo%s1 toys1 etc.
2. 9ecord results of in"entory on sheet of paper.
3. (lace the in"entory on the blac%board (and later on the *ath corner).
8o7 C%a&"
Ob:ecti"e: to enumerate the different :obs needed to ma%e sure the classroom is clean and orderly
*aterials: pre&cut 26> indi"idual cards G mar%ers1 crayons
8umber of (layers)(articipants: E
(rocedure:
0. 4s% children to thin% of different @ :obs$ around the classroom that they could learn to do themsel"es such as fi6ing the
chairs1 setting the table1 collecting the garbage1 !atering the plants1 s!eeping the floor.
2. /istribute indi"idual cards and as% each child to dra! a particular :ob on the card. Teacher !rites do!n the :ob on the
card.
3. Teacher prepares a poc%et chart for these indi"idual cards.
>. F"ery day children get to choose a :ob for the day. e)'he pic%s the corresponding :ob card and slips these into his
name on the poc%et chart.
91 OT.ER MAT. ACTI,ITIES
92o$: P2ay
Ob:ecti"e: to e6plore the attributes of 3&dimensional or space figures
to understand the relationship bet!een figures
to build structures using bloc%s
*aterials: table or floor bloc%s
8o. of (articipants: 0&>
(rocedure:
-hildren use table or floor bloc%s to build structures.
While building structures children are encouraged to tal% about attributes of bloc% (e.g. long) short1 hea"y)light) and the
relationship of each bloc% to another (e.g. 2 of these bloc%s ma%e 0 of these bloc%s)
-hildren can also be encouraged to build structures based on the theme of the !ee% (e.g. building homes1 schools1
establishments in the community)
Cons"&u$"#on Toys
Ob:ecti"es: to e6plore space by fitting things together and ta%ing things apart
*aterials: construction toys (e.g. interloc%ing bloc%s)
8umber of (layers) (articipants: 0&>
(rocedure:
(ro"ide children !ith a set of construction toys. ,itting things together and ta%ing them apart pro"ides children !ith both
spatial challenges and a sense of accomplishment. Through trial and error1 persistence and repetition1 children gain first
hand e6perience !ith putting things together1 ta%ing them apart1 and t!isting and turning them.
9ead S"&#n#n
Ob:ecti"e: to de"elop fine motor s%ills
To e6plore patterns
*aterials: set of colored !ooden beads and string (or shoelaces)
8umber of (layers) (articipants: 0&>
(rocedure:
0. (ro"ide children !ith a set of !ooden beads. 'ho! them ho! to string beads first regardless of color. (If uncolored
bead are a"ailable this can initially be used.)
2. -hoose bead of t!o colors and string these sho!ing a pattern.
F6. blue1 blue1 red1 blue1 blue1 red
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3. 4s% children !hat they notice about the arrangement of the beads
>. 4s% the children to choose 2 colors and to ma%e their o!n arrangement.
C. /iscuss the arrangement or pattern each child ma%es.
Patterns are important in mathematics" both visual #color and shape$ and number patterns. %his is because math is all
about things being orderly" regular and systematic.
8un: 9o; So&"#n (grouping ob:ects into 2 groups: big&small1 long&short1 red&not red1 blue&not blue1 etc.)
Ob:ecti"es: to sort ob:ects based on similarities and differences
8umber of (layers) (articipants: >&B
*aterials: bo6 of a "ariety of ob:ects (ma%e sure there are ob:ects that are e6actly the same and those that ha"e similar
characteristics ? color1 shape1 function)
(rocedure:
To gi"e your child the idea of sorting in play1 you may need to start casually sorting things out yourself. Try sorting out all
the red bloc%s to ma%e a to!er1 sorting coins into piles of different denominations1 putting all the shapes in one field1 all
the co!s in another. Keep a bo6 full of small ob:ects li%e buttons1 paperclips1 beads1 dried beans1 coins1 nuts and bolts.
Hour child may li%e to ha"e an egg tray to sort them into.
Odd One Ou"
Ob:ecti"es: to sort ob:ects based on similarities and difference
8umber of (layers) (articipants: >&B
(rocedure:
'potting the odd one out !ill get your child thin%ing about sameness and difference. Hou can ma%e the game harder as
he gets older. ,or instance1 see if he can spot the difference in te6tures by ha"ing three hard ob:ects and one soft1 or in
materials by ha"ing three plastic things and one metal.
+e sure to ac%no!ledge that he is right if he spots a difference that you had not noticed. Hou can al!ays tell him !hat
you !ere thin%ing of after!ards. .et him gi"e you some things so you ha"e a turn at spotting the odd one out too.
Co2o& Ma"$%
Ob:ecti"e: to match colors
*aterials: a set of color cards
8umber of (layers)(articipants:2&>
(rocedure:
0. <i"e each group 2 sets of color cards.
2. Tell the children to match cards of the same color
Co2o& Lo""o
Ob:ecti"e: to match shapes of the same color
*aterials: playing board !ith dra!ings of the same shape but of different colors1 calling cards
!ith colored shapes that match playing board
(rocedure:
0. <i"e each player a playing board !ith a shape (e6. s;uare) of different colors dra!n on them
2. Teacher holds up each calling card (shape of different colors) in turn for the players to claim.
3. -ontinue until someone fills up his or her board.
9#no: Co2o&s
Ob:ecti"e: color recognition
8umber of players)participants: 0&>
*aterials: color bingo cards G indi"idual color cards
(reparation: /i"ide pieces of cardboard into I sections. Fach frame must ha"e a dra!ing of a shape
(repare indi"idual cards for each shape. Jse these as call out cards.
(rocedure:
0. /istribute 0 bingo card to each student.
2. Ta%e one call card at a time and sho! the color card to the children.
3. If the child has this color in his bingo card1 he co"ers this !ith a to%en.
>. The first player to co"er all colors in his card !ins the game.
5
Co2o& Do/#no
Ob:ecti"e: to match colors
*aterial : color domino cards
8umber of players)participant: >&E
(rocedure:
0. /eal all cards to the players.
2. The first player lays do!n a color card.
3. The ne6t player lays do!n a card that can be connected to either color on the card. <ame continues until all cards ha"e
been laid do!n
S%a(e Lo""o
Ob:ecti"e: to match shapes of the same color
*aterials: playing board !ith dra!ings of different shapes1 calling cards !ith shapes that match
playing board
8umber of (layers)(articipants: 0&>
(rocedure:
0. *a%e some boards !ith shapes dra!n on them and cut some shapes out card to match.
2. Teacher holds up each shape in turn for the players to claim.
3. -ontinue until someone fills up his or her board.
S%a(e Ma"$%
Ob:ecti"es: to match shapes
*aterials: 2K pairs of shape cards
8umber of (layers) (articipants: 2&>
(rocedure:
0. .ay out all shape cards on the table.
2. Fach child ta%es turns loo% for t!o identical shape cards.
3. -hild names the shape of the card.
>. 4fter all cards ha"e been collected1 as% children to sort their cards. a"e them count ho! many of each shape they got.
C. .et them record this on their pad paper.
9#no: S%a(es
Ob:ecti"e: shape recognition
8umber of players)participants: 0&>
*aterials: shape bingo cards G indi"idual shape cards
(reparation: /i"ide pieces of cardboard into I sections. Fach frame must ha"e a dra!ing of a shape
(repare indi"idual cards for each shape. Jse these as call out cards.
(rocedure:
0. /istribute 0 bingo card to each student.
2. Ta%e one call card at a time and sho! the shape card to the children.
3. If the child has this shape in his bingo card1 he co"ers this !ith a to%en.
>. The first player to co"er all shapes in his card !ins the game.
S%a(e Do/#no
Ob:ecti"es: To recogni7e geometric shapes and match geometric shapes that are ali%e
*aterials: set of 2B geometry dominoes
8umber of (layers)(articipants: E children
(rocedure:
0. 4ll dominoes are placed face do!n.
2. Fach player dra!s L dominoes.
3. 4 player !ith a @doubleA begins play.
>. Fach player in turn says the shape names and then plays as in a regular domino game.
C. The !inner is the player !ho has played all dominoes1 or the player !ith the smallest number of dominoes !hen all
players must pass.
La$#n S%a(es
Ob:ecti"e: To de"elop fine motor and eye&hand coordination
*aterials: shape cards1 strings (old shoelaces or yarn)
8umber of (layers)(articipants: E children
6
(rocedure:
0. <i"e each child a piece of shoelace or yarn and a shape card.
2. .et the children lace the card by pushing the string through the hole of the card.
3 a"e them lace as many cards as they can. .
S%a(e Pu<<2es
Ob:ecti"e: to de"elop fine motor coordination
To recogni7e shapes
8umber of (layers) (articipants: 0&>
*aterials: shape cardboard pieces
(reparation: *a%e shape cards and cut this into 2&3 pu77le pieces.
(rocedure:
0. 4s% each child to form a shape using the pu77le pieces.
2. .et children name the shape after the pu77le has been completed.
Nu/7e& S"a"#on (;uantities of 3)
Ob:ecti"e: To count up to ;uantities of 3
To see that despite differences in appearance ;uantities remain the same (conser"ation)
*aterials: se"eral bo6es of toothpic%s
8umber of (layers)(articipants: E&B
(rocedure:
0. Teacher chooses a number to !or% !ith for the day1 in this case 3.
2. -hildren !or% together e6ploring 3 toothpic%s ma%ing as many arrangements as possible.
3. Teacher encourages the children to describe the toothpic% patterns in a "ariety of !ays.
(Mariation: -hildren can e6plore other materials such pebbles1 popsicle stic%s1 and bloc%s.)
C1 OT.ER LANGUAGE ARTS ACTI,ITIES
W&#"e&s= Wo&:s%o( & @What did you do during the summer "acation#A
Ob:ecti"e: to represent e6periences through dra!ing
*aterials: = length!ise bond paper1 pencils1 crayons
8umber of (layers)(articipants: B children
(rocedure:
0. 4s% each student to dra! a particular e6perience he)she had last summer and !rite about it.
Ta%e do!n dictation if the child cannot !rite his o!n !ords or sentences yet.
2. -ompile the stories and ma%e it into a boo%. Write the title of the boo% ? @Our 'ummer Macation F6periencesA
F#nd a Ma"$%
Ob:ecti"e)-ompetency: to match identical pictures
*aterials: 2 sets of pictures of common ob:ects
8umber of (layers)(articipants: 2&>
(rocedure:
0. <i"e each group 2 sets of pictures of common ob:ects
2. Tell the children to match identical pictures
P#$"u&e Ma"$%
Ob:ecti"e)-ompetency: to match identical pictures
*aterials: 2 sets of pictures of common ob:ects
8umber of (layers)(articipants: 2
(rocedure:
0. <i"e each pair of children 2 sets of pictures of common ob:ects
2. /i"ide the cards bet!een the players
3. (layers ta%e turns pic%ing) dra!ing a card from his)her partner.
>. If the pictures match the cards are placed do!n.
C. If the pictures do not match the player %eeps the card he)she has dra!n.
E. The player !ho finds the picture that matches all his)her pictures !ins the game.
7
D1 SONGS+POEMS+ R.YMES
%he following are greeting songs that can be sung during Meeting %ime & throughout the year. 'ther variations can be
introduced later on" although variations in the mother tongue is preferably introduced in the first (uarter. %he )nglish and
*or +ilipino versions may be introduced later.
.e22o> .e22o> .e22o
ello1 ello1 ello1 ello1 o! do you do#
I$m glad to be !ith you and you and you and you
Tralala lalala1 Tralala lalala1 Tralala lalala
Ku/us"a> Ku/us"a
Kumusta1 %umusta1 %umusta
Kumusta %ayong lahat
4%o$y tu!ang&tu!a
*asaya$t nagagala%
Tralalalala1 Tralalala (26)
T%e Mo&e We Ge" Toe"%e&
The more !e get together
Together1 together
The more !e get together
The happier are !e.
,or your friends
4re my friends
4nd my friends
4re your friends
The more !e get together
The happier are !e.
Masaya Kun Sa/a'sa/a
*asaya %ung sama&sama
'ama&sama1 sama&sama
*asaya %ung sama&sama
4t nagtata!anan.
Ten L#""2e Ane2s
There !as one1 there !ere t!o1 there !ere three
.ittle angels
There !ere four1 there !ere fi"e1 there !ere si6
.ittle angels
There !ere se"en1 there !ere eight1 there !ere nine
.ittle angels
Ten little angels in the band
Oh1 .isten to the band1 *onday morning (36)
*onday morning no!.
Te22 /e "%e Wea"%e&
Tell me the Weather1 the !eather no! 2N
Tell me the !eather no!.
Today is a _______ 1 a _________ day 26.
%eacher shows the calendar #teacher,made$ and asks a
child to draw a symbol to represent the kind of weather for
the day.
Sun for a sunny day - clouds for a cloudy day- raindrops for
a rainy day.
%hese songs can be sung during Meeting %ime .
Isa> Da2a5a> Ta"2o
Isa1 dala!a1 tatlo
Jna&unahan tayo
4pat1 lima1 anim
'a balong malalim
(ito1 !alo1 siyam
.a%ad parang langgam
(agdating sa sampu
4ng lahat ay umupo.
/ote0 %his song can be sung so that children can gather in
the meeting area after the first work period.
W%e&e A&e T%e 9oys6
Where are the boys# 26
ere !e are. 26
o! are you this morning# (Ochange morning to afternoon)
Mery !ell !e than% you.
Please count the boys. (Ochange boys to girls1 children or
adults)
26

1ariation0
Please sit down.
Please count off.
8
E1 INDOOR+OUTDOOR GAMES
Na/e C%a#n
(rocedure:
'it the children in a circle on the floor.
-hoose a child to start the introduction game.
This child says her name1 then introduces the child ne6t to her. ,or e6ample1 @*y name is 'usan1 and I !ould li%e to
introduce <regory.A
<regory gi"es his name and introduces the ne6t child to him. This is a good !ay to learn names as !ell as ho! to
introduce others.
Coun" And Tu&n (01 21 3)
Ob:ecti"es: To count in se;uence
To de"elop body coordination
To de"elop a sense of rhythm
To learn one&to&one correspondence
*aterials: none
8umber of (layers)(articipants: !hole or small group
(rocedure:
The children stomp their feet as they count1 thro!ing their arms up in the air to emphasi7e the last number in the
se;uence. The children change directions !ithout losing the beat1 counting @oneA as they turn.
One1 T!o1 Threeeeee (turn)
One1 T!o1 Threeeeee (turn)
One1 T!o1 Threeeeee (turn)
A" Ou& S$%oo2
Ob:ecti"e)-ompetency: To de"elop gross motor s%ills
*aterials: little drum
8umber of (layers)(articipants: !hole group
9ecite the poem !ith the children.
.et the children ta%e turns1 by ro!s or groups1 performing different body actions !hile pretending to play a drum.
2t our school there is a boy"
2nd every single day"
3e hops" hops" hops around the school"
4hile on the drum he plays.
Re2ay Ga/es (!al%ing1 hopping1 :umping)
Ob:ecti"e)-ompetency: To de"elop gross motor s%ills
*aterials: 2 small chairs
8umber of (layers)(articipants: !hole class
(rocedure:
/i"ide the class into 2 groups.
(lace a small chair in front of each group (chec% that the distance is not too far from the children).
4gree on !hat action they !ill do (e6ample: !al% or hop)
Teacher says @9eady1 get set1 go!A 4t the mar% @go1A the first child !ill !al% to the small chair1 go around it and go bac%
to his)her team1 tapping the hand of the ne6t child to signal that child$s turn and so on and so forth until all the children
ha"e ta%en a turn.
Hou can modify the relay ne6t time: !al% bac%!ards1 !al% on tiptoes1 etc.
9
10