School Grade/Section Kindergarten
Teacher Subject
Date Quarter Fourth
DETAILED LESSON PLAN IN
Arrival Time to Work
KINDERGARTEN
Time Period 1 Week & Day Week 1
(00 AM-:00 AM)
I. Objective/s: (ANNOTATION/S)
✔ Identify the basic needs of animals
✔ Develop a sense of responsibility towards animals.
✔ Demonstrate proper caregiving skills by feeding
animals.
A. Content Focus Mga Hayop sa Paligid
B. Performance The child shall be able to Identify basic
Standard needs of animals.
C.Most Essential ✔ Name common animals (PNEKA-Ie-1)
Learning
✔ Identify the needs of animals (PNEKA-IIIg-
Competency
5)
✔ Identify ways to care for animals (PNEKA-
IIIg-6
II. Subject Matter
A. Content Focus Mga Hayop sa Paligid
B. Developmental
Science
Domain
III. Learning Resources
A. References
1. Teacher’s K-12 MELC
Guide
2. Learner’s Learning Activity Sheets
Material
3. Textbook Pages
4. Additional
Resources from
Learning
Resource
Portals
B. Other Materials PowerPoint Presentation, Laptop,
Television,
IV. Procedure (Kindergarten Blocks of Time)
ARRIVAL TIME
National Anthem
Opening Prayer
Routine Activities: Exercise
Kumustahan
Weather Check
Attendance
MEETING TIME 1
✔ Name common animals (PNEKA-Ie-1)
Competencies ✔ Identify the needs of animals (PNEKA-IIIg-
5)
A. Reviewing Teacher’s Activity
previous lesson
Kahapon,pinag aralan natin ang tungkol
KRA 2. Objective 6.
sa mga ibat ibang hayop sa paligid Maintained Learning
environment that
Anu-ano ang mga hayop sa paligid na promote fairness,
respect and care to
nakikita natin?
encourage learning.
(The teacher asked a
question that is
generally address to
every learner so that
everyone is given a
chance to answer
and respond
respectively.)
KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous group.
(The teacher
provided examples
that are commonly
found in the social
context of the
learners. This allows
immediate
connection and
understanding to the
learners to fully
address their needs.)
B. Establishing a
purpose for “It’s a Match”
KRA 1. Objective 4.
the lesson
Ituro sa kabilang hanay ang kinakain ng Displayed proficient
(Motivation) use of MT, Filipino and
hayop.
English to facilitate
teaching and
learning.
(Teacher used MT,
Filipino and English
language in her
presentation and
discussion with
mastery and fluency)
C.Presenting KRA 1. Objective 1.
instances of Ang mga hayop ay may mga Applied knowledge of
content within and
the new lesson pangangailangan upang mabuhay
across curriculum
tulad ng pagkain at tubig. teaching areas.
(The teacher
discussed a topic
aligned to the MELC.)
KRA 1. Objective 2.
Use a range of
teaching strategies
that enhance
learner’s
achievement in
literacy and
numeracy skill.
● May mga hayop na kumakain (Teacher allowed
learners to count the
lamang ng halaman, katulad ng
objects in the picture
damo, gulay at prutas ito ay ang
to integrate
mga baka,kambing,kabayo, numeracy and
kalabaw. enhance their skills.)
KRA 1. Objective 3.
Applied a range of
teaching strategies to
develop critical and
creative thinking as
well as other higher
order thinking skills.
(Teacher asked
questions that require
learners to analyze)
● May mga hayop na kumakain ng
karne lamang katulad ng tigre at
leon. KRA 3. Objective 10.
Used strategies for
providing timely,
accurate and
constructive
feedback to improve
learner performance.
(The teacher provides
direct response to the
learner’s answer to
questions asked. This
allows the learners to
reflect on their given
response which may
● Mayroong mga hayop ang improve their
kumakain rin ng buto na galing sa performance.)
halaman tulad ng ibon at manok
KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous group.
(The teacher
provided examples
that are commonly
found in the social
context of the
learners to address
their needs.)
● Mayroon ring mga hayop na
kumakain ng parehong halaman
at karne katulad ng mga aso, KRA 2. Objective 6.
Maintained Learning
pusa, unggoy at baboy.
environment that
promote fairness,
respect and care to
encourage learning.
(The teacher asked a
question that is
generally address to
every learner so that
everyone is given a
chance to answer
and respond
respectively.)
Tanong:
● Anu-anong mga hayop ang kumakain ng
karne?halaman? karne at halaman?
● Ano ang pangagailangan ng hayop
upang mabuhay?
Paano ang tamang pagpapakain sa
alagang hayop?
KRA 2. Objective 7.
Established learner-
centered culture by
using teaching
strategies that
respond to their
linguistics, culture,
socio-economic and
religious background.
● Bigyan ng pagkain sa tamang oras
(Teacher made use of
● Huwag kalimutan na bigyan rin ng tubig.\ the students’ mother-
tongue to allow
Bakit kailangan bigyan ng pagkain at learner’s to freely
tubig ang mga hayop? express themselves.
● Dahil katulad ng tao kailangan nila ng The questions asked
makakain at maiinom para di sila by the teacher are
mamatay. made easy where
students can answer
based on their
personal
understanding.)
Transition to Wok Period 1 The teacher gives instructions on how to do )
the independent activities, answers any
questions, and tells the learners to do their
assigned tasks within the allotted time.
WORK PERIOD I
D. Discussing New Teacher-Supervised Activity: KRA 2. Objective 5.
Established safe and
Concepts and
secure learning
practicing new “Duck Race”
environments to
skills ● Power point presentation enhance learning
(Guided through the consistent
Paraan ng paglalaro:
Practice) implementation of
✔ Hatiin ang mga bata sa apat na policies, guidelines
and procedures.
grupo
✔ Paunahan sumagot sa bawat (Teacher followed the
blocks of time with
katanungan corresponding
transition of activities
✔ Ang mananalo ay magkakaroon for a smooth teaching
ng premyo kay Teacher. and learning process)
KRA 2. Objective 8.
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous group.
(The teacher
prepared a
boardwork activity
that allows all learners
to participate. With
this activity, learners
are engage to hands-
on application of the
concept. The needs
of the learners from
indigenous groups are
also addressed by
providing simple
instructions, example
of pictures that are
commonly found in
their social context.)
KRA 2. Objective 6.
Maintained Learning
environment that
promote fairness,
respect and care to
encourage learning.
(The teacher created
a boardwork that
allows every learner
to participate giving
them equal
opportunities to
answer and respond
respectively.)
● Identify the needs of animals
Competencies (PNEKA-III g-5)
● Name common animals (PNEKA-Ie-1)
Learning Checkpoints ✔ Identify the needs of animals.
E. Discussing New Independent Activities: KRA 2. Objective 6.
Maintained Learning
Concepts and
environment that
practicing new
promote fairness,
skills ✔ Atis Group: My favorite Pet respect and care to
(Independent encourage learning.
Practice) ✔ Mangga Group: Animal memory
game (The teacher
provided different
✔ Pinya Group: Animal foods learning activities that
are engaging to the
learners and that
address learner’s
gender, needs,
strengths, interest and
experiences without
Competencies bias and prejudice.
● Nakapagmomolde ng luwad (clay) sa nais na anyo
(SKMP-00-6) KRA 2. Objective 8.
● Name common animals (PNEKA-Ie-1) Adapted and used
culturally appropriate
● Identify the needs of animals (PNEKA-IIIg-5)
teaching strategies to
address the needs of
learners from
indigenous group.
(The teacher
prepared group-
based activity that
allows all learners to
participate. With this
activity, learners from
different groups are
engage to simple
and hands-on
activities that allows
them to finish the task
with the cooperation
of their members.
Inclusivity is
practiced.)
KRA 1. Objective 2.
Use a range of
teaching strategies
that enhance
learner’s
achievement in
literacy and
numeracy skill.
(Teacher allowed
learners to identify
pictures and arrange
them according to
their size)
✔ Recognize animals using
playdough
✔ Identify and match the pairs
Learning Checkpoints
✔ Understanding of providing animal
foods
F. Making KRA 1. Objective 1.
Applied knowledge of
generalization Ang mga hayop ay nangangailangan
content within and
about the ng pagkain at tubig upang mabuhay. across curriculum
lesson Ang mga tao ay dapat inaalagaan at teaching areas.
pinapakain ang mga hayop.
Higit sa lahat dpat napapakain ng (The teacher
provided activities
tamang oras ang mga hayop.
that are integrated on
other domains of
learning;
Mathematics: Sorting
and classifying,
matching, Motor:
writing, Language:
Identifying letters and
Socio-emotional:
enhancement of
social and
cooperation skill.)
G.Evaluating
Learning Anong hayop ang kumakain ng karne?
KRA 3. Objective 10.
Bunga ng prutas at damo?
Used strategies for
providing timely,
Dapat bang hindipakainin ang hayop? accurate and
Bakit hindi? constructive
Kung may Nakita kang gutom na aso o feedback to improve
kaya pusa bibigyan mo ba ng pagkain? learner performance.
(The teacher
provided an
individual activity
sheet to answer to
assess learning and
provide timely,
accurate and
constructive
feedback to improve
the learners’
performance.)
H. Additional Assignment: Iguhit ang paborito mong
Activities for hayop sa bondpaper at kulayan ito.
Enhancement
or Remediation
Prepared By:
Kindergarten Adviser
Observed By:
