____________ Child Development Center

____________________________________

DAILY SESSION GUIDE S/Y 2024-2025

QUARTER 3
Pre-K1
THEME: MY Community
Sub Theme: We Have Beautiful Places in My Community
Week 1

ROUTINE/ Monday Tuesday Wednesday Thursday Friday

ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while waiting Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, for the others, hugging, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM hugging, embracing, short embracing, short conversation embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM conversation with caregivers. with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother tongue). Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national Prayer, national anthem, tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance greetings, attendance check, anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the calendar, days of the week, check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, months of the year, weather week, months of the year, week, months of the year, week, months of the year,
weather condition, news condition, news sharing, health weather condition, news weather condition, news weather condition, news
sharing, health check-up and check-up and birthday’s sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother tongue). Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue).
8:15-8:30 AM Activity: Counting Bottle Caps,
1:15-1:30 PM Activity: My Family and I in the Page 140 Activity: Chart Making, Page Activity: Our Community Class Activity: Community Helpers
Community, Page 138 Objectives: 144 Book, Page 144 Hat, Page 145
Objectives: a. Demonstrate recognition Objectives: Objectives: Objectives:
a. Repeat 5 to 8 words and understanding of a. Sound off each letter of 1. Recall the landmarks and 1. Demonstrate
sentences correctly. counting objects 1 to 6. classmates printed name the beautiful and unique familiarization with
b. Talk about at least one b. Identify common landmarks. before spelling it. places in the community different people in the
positive thing about c. Demonstrate progress in b. Choose word labels found 2. Practice healthy and community
one’s community. fine motor skills. in the shop sound of each positive relationship with 2. Draw from observations
c. Express freely and with Materials: Community maps, of it’s letter before others by cooperating in 3. Demonstrate progress in
confidence one’s bottle caps, number labels (1-6), spelling it. group activity fine motor skills and eye-
thoughts and feelings. girl and boy cut outs. c. Express interest and 3. Develop progress in fine hand coordination
Materials: Manila paper, glue, Procedure: willingness in performing motor skill and eye-hand Materials: Paper plate/recycled
scissors, crayons, pencil 1. Place different number (1- new and challenging coordination cardboards, paint, scissors
Procedure: 6) in the places in the tasks. Materials: Procedure:
a. Ask the children to bring community map. Materials: Cartolina, marker Scrapbook/album/clearbook, 1. Show different pictures of
a picture of the 2. Show the children the pen, tape pens, cartolina, scissors, community helpers.
community and their community map. Introduce Procedure: crayons 2. Emphasize to the
family the day before. In the cut-outs of the boy and a. In advance, make a chart Procedure: students the different
 class, ask each child to girl and explain that they that has column that will 1. Review the places in the hats they use when
come up front to show want to go to the different contain the pictures and community. Group the working.
the picture of the places in the community . names of goods found in children according to 3. Give each student a paper
community. If picture is 3. For them to go to the the shop. which place they would plate and make them
not available, allow time different places, they have b. Ask the children to like to draw and tell about choose which community
for them to draw the to place the correct number choose the good they like it. Include photos helper hat they want to
community with their of bottle caps to be put in the chart, whenever possible. make.
family. 4. Each child take his/her turn then put the picture and 2. Assemble the artworks 4. Encourage them to
b. Say these sentences and in counting the bottle caps the label. Have the into a book, then choose different designs.
instruct the children to to go to an area in the map. children print their own decorate the pages. Show them samples of
repeat the sentences you name in metacard and 3. Preview the book with finished works.
said place the card under the the class. 5. Let the children share
c. This is the picture of my column that contains the what they did and allow
community. good they like best. them to show their work.
c. For the first column, tell
My family lives in this the children that they are
community. going to sound off the
We have neighbors in this letters of the goods and
community. the letters of the names
Our neighbors are our friends. of the children who like
I pray with my friends. the good,

d. After saying the

sentences, tell them to
look outside the window,
and observe the school,
and the houses (if there
are any visible). Tell
them that these places,
and all of their homes,
are part of the
community. Say together
with the class: We are
part of this community.
e. Then ask: What do you
like in your community?
f. Let the children post
their community portrait
in one manila paper.

Outdoor/Indoor Transition songs (mother Transition songs (mother tongue). Transition songs (mother Transition songs (mother Transition songs (mother
Time tongue). tongue). tongue). tongue).
15 mins. Activity: Stop, Drop and Roll, Activity: Review
8:30-8:45 AM Page 149 Activity: Review Activity: Review Activity: Review
1:30-1:45 PM Objectives:
1. Practice challenging
gross motor activities
like running and jumping
2. Control one’s movements
 within allowed space
without harming self
and/or others
3. Demonstrate interest
and enthusiasm in doing
the activity
4. Produce or sound off s, d,
and r
Materials: Shirt/plastic bag
apron, red flames made of
paper
Procedure:
1. Paste red flames onto an
old t-shirt/plastic bag
apron.
2. Explain to the class that
they will play a game of
“Stop, Drop, and Roll”.
This is the code used by
firemen to stop a fire
from causing serious
injury. Practice the
movements of
running/jumping then
stop when you drop to
the floor and rolling with
the children.
3. Show the shirt/plastic
apron. Choose one child
to put the shirt/plastic
apron on and practice
the stop, drop, and roll.
When they have gotten
the “flames” out, take off
the shirt to show the
flames are gone.
4. Give each child the
chance to play the
movements.
5. After the game, practice
sounding off of s, d, and
r. Then let each child say
the letter name of s, d,
and r.
Snack Time Transition songs (mother Transition songs (mother tongue), Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, Washing hands, prayer, snack, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children teach children proper use of prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, spoon and fork, teach children no proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while to talk while mouth is full of food, teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow allow children to wash on plates, mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
 children to wash on plates, toothbrushing, hygiene check children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother tongue). Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on Children can watch on television tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, while lying on map, can sleep for television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can 15 mins. Can hear the music. can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
hear the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother tongue) Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM Activity: Community Twister , Activity: Block Game, Page 141 Activity: Review Activity: Pabili Po! Page 144 Activity: Review
2:15-2:30 PM Page 140 Objectives: Objectives:
Objectives: 1. Demonstrate understanding 1. Demonstrate
1. Demonstrate attention of concept of quantity understanding of the
and concentration on the 2. Practice fine motor skills in concept of prices for the
activity building blocks goods
2. Develop body balance Materials: Paper/wood/rubber 2. Develop the concept of
and coordination of large table-blocks, big dice money
muscles in performing Procedure: 3. Express interest and
movements 1. Tell the children they will enthusiasm on the
3. Demonstrate interest build a community using the activity of buying and
and cooperation in the blocks. paying
activity 2. Children take turns rolling Materials: Money bills and
Materials: Community map the dice, and counting the coins: P10.00 bills, P5 coins, P1
made of Manila paper/used numbers on the face of the coins, P.50 coins, P.25 coins;
plastic mat dice. Then give the child the sample goods that
Procedure: corresponding number of can be brought to the
1. Place the community blocks. They will use the classroom, price tags
map on the floor and blocks to construct Procedure:
review the contents. community places. 1. Introduce the price tag to
2. Tell the children that 3. Play with the dice until all children and explain that
they will play a game the blocks are used. each item should be
called Twister. The game 4. Count with the class to see bought for a price. Ask
will be played by 2-3 whose structure is the them if they observed
children at a time. Give tallest. their
one direction for each mother/father/sibling buy
child like: Put your foot at a store using money.
on the fire station, or Put 2. Show bills and coins:
your hand on the school, Demonstrate this to show
etc. an example of buying and
3. The children will try to paying.
follow the directions 3. Then let the children look
using their bodies. at the goods and their
Applaud the children price tags. They ask
when they creatively money from the teacher
move their bodies to do who acts as their mother
the directions. to buy the goods they
like. Make sure each child
has a chance to buy
something.
Story Time Transition songs (mother Transition songs (mother tongue) Transition songs (mother Transition songs (mother Transition songs (mother
 15 mins. tongue) tongue) tongue) tongue)
9:30-9:45 AM Activity: Stories on Community Activity: Review
2:30-2:45 PM Trips, Page 141 Activity: Review Activity: Kuya Barbero, Page Activity: Review
Objectives: 145
1. Demonstrate interest Objectives:
and understanding of a 1. Express ideas and
story listened to interest during the
2. Remain settled while participation story
listening to a story 2. Develop own simple story
3. Answer questions about out of the thoughts and
the details of the story feelings with the use of
4. Recall the sequence of pictures
events in the story Materials: Cut-out pictures of a
Materials: Suggested Story: barber and a hairdresser,
The Bremen Town Musicians scissors, mirror and other
Procedure: things found in the shop
1. Present the cover of the Procedure:
story and let the children 1. Show a picture of a
describe the picture. barber (barbero).
Remind them to remain Introduce him as Kuya
settled while listening to Barbero named Bobby,
the story. who cuts boys’ hair.
2. Unlock the difficult 2. Show the picture of a
words.Read the title of hairdresser named
the story and identify the Barbie. Let the children
author and illustrator. tell story about Lady
3. Tell the story. (children Barbie’s work, who cuts
can be grouped into and curls girls’ hair. She
different animals when also puts nail polish on
making the sounds) the toenails and
4. Ask questions about the fingernails of ladies.
story using what, where, 3. Ask the children to make
when, who, and what if. their own story about
5. Ask the children to recall Kuya Barbero or Lady
the sequence of the Barbie.
story.
Goodbye Time Recall the activities done for Recall the activities done for the Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs day. Transition songs (mother the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, tongue) for prayer, packing things (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye and goodbye song. packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song.
 ______________ Child Development Center
______________________________

DAILY SESSION GUIDE S/Y2024-2025

QUARTER 3
Pre-K1
Theme: MY Community
Sub Theme: We Have Beautiful Places in My Community
Week 2
ROUTINE/ Monday Tuesday Wednesday Thursday Friday
ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation hugging, embracing, short embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. conversation with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
 week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:15-8:30 AM Activity: Sounding Off and
1:15-1:30 PM Writing Letter Bb, Page 146 Activity: Firetruck Bingo, Page Activity: Writing Numeral 6, Activity: Sounding Off and Activity: Review
Objectives: 148 Page 148 Writing Letter Ss, Page 152
1. Produce or sound off “b” Objectives: Objectives: Objectives:
2. Produce words with “b” 1. Demonstrate progress in 1. Practice correct and 1. Produce or sound off “s”
sound letters/numbers proper sitting position, 2. Produce words with “s”
3. Exhibit skill on tracing recognition paper placement and sound
within boundaries 2. Demonstrate interest and holding of a writing tool 3. Exhibit skill on tracing
4. Practice writing upper enthusiasm in joining the 2. Practice writing numeral within boundaries
and lower case letter Bb game 6 with a model 4. Practice writing upper
5. Show correct posture and Materials: Bingo sheets, Materials: Numeral 6 written in and lower case letter Ss
paper position and proper paint/markers, flashcard of 6 a flashcard, pieces of paper 5. Show correct posture and
holding and using the letters/numbers with numeral 6 written in paper position and proper
writing tool Procedure: dotted lines holding and using the
Materials: Letter b: barbero, 1. Draw 6 firetrucks on a Procedure: writing tool
buhok, barya, bag, bilis, babae; paper. Put letter/numeral 1. Show numeral 6 and let Materials: Letter s: Santo,
lined pieces of paper in the middle of each the children count their siyam, siko, sako, sorbete,
with letter Bb in dotted lines firetruck. Make sure each fingers from 1 to 6. sapatos; pieces of paper with
Procedure: child has a copy. 2. Demonstrate how to write letter Ss written in dotted
1. Recall the word 2. Explain to the class that numeral 6 on the air then lines
“barbero”. Ask the you will play Bingo. let the children follow. Procedure:
children its initial letter. Announce and show on a 3. Distribute to the children 1. Show the name “Santo”.
2. Review how to produce or flashcard the the pieces of paper with Ask the children its initial
sound off “b”. letter/numeral that they numeral 6 written in dots. letter.
3. Ask the children to give will find on their bingo Then let the children 2. Demonstrate how to
words that start with the papers, and they will connect the dots. produce or sound off “s”.
“b” sound. stamp on that 4. Ask the children to write 3. Ask the children to give
4. Introduce lowercase and letter/number. numeral 6 on the sheet of words that start with the
uppercase “Bb”. Form 3. The first child to mark all paper using a model. “s” sound.
capital “B” in the air then the firetrucks will shout 4. Introduce lowercase and
form small letter “b” in “bingo” to win the game. uppercase “Ss”. Form
the air. Let the children capital “S” in the air then
imitate you. form small letter “s” in
5. Give to the children the the air. Let the children
pieces of paper with imitate you.
letter “Bb” in dotted 5. Give to the children the
lines. Ask them to pieces of paper with
connect the lines. letter “Ss” in dotted
6. Ask them to copy first the lines. Ask them to
“B” in one line of the connect the dots.
paper, then the “b” in 6. Ask them to copy first the
another line with models. “S” in one line of the
paper, then the “s” in
another line with models.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:30-8:45 AM
1:30-1:45 PM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play
Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM Activity: Cutting Hair Day ,
2:15-2:30 PM Page 146 Activity: Stay Low and Go, Page Activity: Review Activity: Just Like This, Page Activity: Stationary Store, Page
Objectives: 149 150 151
1. Demonstrate progress in Objectives: Objectives: Objectives:
fine motor skills and eye- 1. Demonstrate body 1. Develop body balance and 1. Demonstrate awareness
hand coordination in balance and coordination coordination of large of the concept of buying
cutting and pasting paper of large muscles in muscles in passing a pail and paying
2. Demonstrate concern by performing movements and dancing 2. Demonstrate progress in
helping a peer who has like crawling and walking 2. Express ideas and counting money
difficulty in doing the task while staying low feelings through sing and 3. Demonstrate progress in
3. Listen and recite a rhyme 2. Help a peer who is dance activity fine motor skills and eye-
with actions ashamed to participate in 3. Create dance moves hand coordination in
Materials: Yarn, sticks, scissors, the activity 4. Demonstrate enjoyment writing a letter
glue, tape Material: White sheet in doing the activity 4. Express ideas and
Suggested Rhyme: The Barber Procedure: Materials: Suggested Rhyme: feelings through a letter
Snip, snip, clip, clip 1. Explain to the class that Just Like This (To the tune of Materials: Paper, envelopes,
The barber cuts your hair when there is smoke The Farmer in the Dell) stickers, pennies
In between hair, inside a room, it is best I whistle just like this Procedure:
All get special care to crouch and stay low so I whistle just like this 1. A small store is set up at
Procedure: as not to inhale the Just like a policeman the table with paper,
1. Tell children that today is smoke too much. Discuss I whistle just like this envelopes, and stickers.
hair day, which means in simple terms why it is *I clean just like this (street 2. Place a poster that shows
they will be bad to inhale smoke. sweeper) the cost of each item.
barbers/hairdressers. 2. Ask a volunteer parent to *I cook just like this (chef) 3. When children buy the
Show children the stick assist you. Show the *I sell just like this (vendor) items, they count their
puppets with long heads white sheet to the class *I cut just like this (barber) money for payment.
of hair, saying that these and tell the class that it Procedure: 4. With the paper, envelope
are the customers, and will be the “smoke”. Hold 1. Explain to the children on and sticker that they
they want to have their the sheet and wave it. how to play the game: bought, encourage the
hair cut. 3. Let the children practice sing the whole song with children to write a letter
2. Let them hold small sizes staying low and crawling actions and when song to their mother or father.
 of scissors and cut the underneath the sheet. ends the teacher shows a They could ask an adult to
hair of the stick puppets, Arrange them so that flash card of a street help in writing the letter.
imitating a they are orderly in sweeper/chef/vendor/barb 5. Children share with the
barber/hairdresser. crawling. Encourage them er. Then everyone has to class what they have
3. After cutting and styling to make sure that do the action of the street written.
their customer’s hair everyone of their sweeper/chef/vendor/barb
(they can add ribbons and classmates is able to er.
accessories), let each crawl through the smoke. 2. Sing the whole song with
child present their work. actions then let the
4. Say the whole rhyme and children repeat after you.
let the children repeat 3. Start the game with the
after the teacher. teacher showing the
5. Then let the children say flashcards.
the rhyme with actions. 4. For the next game, let the
children create dance
steps instead of the
actions done by the
streep
sweeper/chef/vendor/barb
er.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: Stories on Community Activity: Review Activity: Tayo’y Maglaro, Page Activity: Review Activity: Review
Cooperations, Page 147 151
Objectives: Objectives:
1. Demonstrate interest and 1. Demonstrate interest in
understanding of a story listening to a story
listened to 2. Answer questions about
2. Remain settled while the story
listening to a story 3. Identify words that start
3. Answer questions about the with letter Ll
details of the story 4. Produce the initial sound
4. Recall the sequence of “l” and the final sound of
events the words
Materials: Suggested Story: The 5. Spell names and words
Giant Turnip Materials: Pictures for story
Procedure: telling,flashcards of words that
1. Show the title of the story. start with letter L: Loro,
2. Unlock the difficult words. Lorenzo, lapis, Lara, lobo
3. Read the title of the story Procedure:
and identify the author and 1. Tell a story about a child
illustrator. in a community.
4. Tell the story. a. Sa Barangay Loro,
5. Ask questions about the mayroon isang
story using what, where, when, bagong bata. Ang
who, and what if. pangalan niya ay
6. Ask the children to recall the Lorenzo. Pumasok
sequence of the story. siya sa paaralan ng
walang kakilala.
 Malungkot na
malungkot siya.
Nang pumasok siya
sa silid-aralan,
nangailangan siya
ng lapis. Pinahiram
siya ng katabi
niyang si Lara ng
lapis. Nang matapos
ang klase, kinausap
siya ni Lara at
sinabing: “Laro tayo
Lorenzo” Pagkauwi
ni Lorenzo, tuwang
tuwa ang kanyang
nanay sa kanya
kaya’t binigyan siya
ng lobo. Naging
masaya ang araw ni
Lorenzo.
2. Show the words that start
with the letter Ll. Produce
or sound off the initial
letter “L” or “l”. Then let
the children sound off
final letter of the words:
o, s, a
3. Then let the children
spell the names and
words.
Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.

__________________ Child Development Center

 ____________________________

DAILY SESSION GUIDE S/Y 2024-2025

QUARTER 3
Pre-K1
Theme: MY COMMUNITY
Sub Theme: There Are Beautiful Plants Around Us
Week 3

ROUTINE/ Monday Tuesday Wednesday Thursday Friday

ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation hugging, embracing, short embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. conversation with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:15-8:30 AM
1:15-1:30 PM Activity: Plants Come from Activity: We Promise to Take Activity: Writing Numeral 7, Activity: Different Ways We Activity: Fruits Seeds, Page 163
Seed, Page 154 Care of Our Plants, Page 154 Page 155 Plants Seeds, Page 156 Objectives:
Objectives: Objectives: Objectives: Objectives: 1. Demonstrate progress in
1. Demonstrate 1. Express ideas and 1. Practice fine motr skills in 1. Demonstrate fine motor skill and eye-
understanding of the feelings about taking holding a writing tool understanding of the hand coordination in
concept of seed growth care of plants through a 2. Practice writing numeral concept on the different handling seeds
2. Imitate the pair of sounds pledge 7 with a model ways of planting 2. Modify actions based on
heard 2. Develop self-confidence Materials: Numeral 7 written in 2. Express ideas and new experience
3. Identify if the pair of by joining group a flashcard, pieces of paper feelings based on Materials: Pictures of different
sounds heard are similar discussions with numeral 7 written in prediction fruits with seeds that can be
or different 3. Demonstrate progress in dotted lines 3. Relate willingly and eaten: pakwan, peanut, squash,
Materials: Picture of seed fine motor and eye-hand Procedure: productively with others langka (ask
growth, pots with soil, 3-4 coordination through 1. Show numeral 7 and let by joining in group children to bring some pakwan
seeds, water; words: halaman, drawing and cutting the children count their discussions seeds, peanut seeds, squash
ugat, dahon, sanga, 4. Demonstrate progress in fingers from 1 to 7. 4. Move places politely and seeds, langka seeds), knife,
bulaklak, buto counting (1-5) 2. Demonstrate how to write with ease within the plates
Procedure: Materials: Paper, scissors, numeral 7 on the air then environment Procedure:
1. Review the parts of the pens, crayons let the children follow. Materials: Pot, soil, carrot top, 1. Let the children describe
plant and the different Suggested Song: Plant Song 3. Distribute to the children monggo seeds, plastic bag, the fruits in the pictures.
 characteristics of plants. (Tune of Head, Shoulders, the pieces of paper with paper towel Ask them if these fruits
2. Show the seeds to the Knees, Toes) numeral 7 written in dots. Procedure: have seeds. Ask them
class. Explain to the class Flower, Stem, Leaves, and Then let the children 1. Tell the class that we will what they could do with
that plants come from Roots connect the dots. have an experiment. the seeds.
these seeds. Show the Flower, Stem, Leaves, and 4. Ask the children to write Explain to them that there 2. Explain to the children
process of a seed growing Roots numeral 7 on the sheet of are different ways that that these seeds could
into a plant. Flower, Stem, Leaves, and paper using a model. plants grow. Some plants not only be planted but
3. Have around 3-4 plant Roots can grow from a seed, also eaten.
seeds for indoors and So pretty in the morning others can grow from a 3. Ask the children to bring
plant them with the class. (flower-head; stem-stomach; root bulb. out the seeds that they
Explain to them that leaves-squiggly arms; roots- 2. Show first the monggo have brought. Let them
plants need sunlight, feet) seeds. Place them inside explain which seeds could
water, and good soil to Procedure: a plastic bag (ziplock bag) be planted and also
grow. 1. Review the process of with a wet paper towel. eaten.
4. Tell the children that you seed growing into a Place the bag in the sun.
are going to say pairs of plant. Let the children act 3. Tell the class that they
sounds from the words of out the process. will observe if after 2 or
the different parts of the 2. Teach the song. more weeks the seeds will
plants. Let them imitate 3. Ask the children what grow. Ask them to share
the sounds heard. Say: they can do with the their predictions about
h h; u a; d s; b b; o o; n k potted seeds to make what will happen.
5. Tell the children to sure it grows to a healthy 4. Next, show the carrot top.
determine whether the plant. Ask them if they Put a little water in a pot
sounds they heard are are willing to promise of soil, then put the
similar or different. If that they will really do carrot top under it.Place
similar, let them say these things. Start the the pot in the sun.
“same” if they are not statement, “I promise 5. Ask the children to try to
the same, let them say to… (ex. water the plants; remember the steps in
“different”. Say: a a; d d; put them on sunlight; planting the monggo seed
s h; u b; b d; h h; n k; o o; etc). and the carrot top.
ua 4. Make a pledge poster to 6. Make a simple chart on
be displayed near the the steps. Ask the class
plants. Ask children to what is similar and what
decorate the poster. Read is different with the two
the pledges with the different ways of planting.
class. Count the pledges. 7. After a few weeks, let the
children observe the
changes in the two
plants.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue) tongue). tongue) tongue).
8:30-8:45 AM
1:30-1:45 PM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play

Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
 teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.

Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM Activity: The Fields, Page 156
2:15-2:30 PM Objectives: Activity: Let’s Count Games, Activity: Review Activity: Complete the Plant Activity: Seed Sorting, Page
1. Express ideas and Page 157 Parts, Page 158 161
feelings by creating Objectives: Objectives: Objectives:
dance steps 1. Demonstrate progress in 1. Develop flexibility and 1. Group objects
2. Express ideas and counting from 1-10 interest in completing a according to category:
feelings through artwork 2. Demonstrate pattern (parts of the color, size
3. Develop body balance and understanding of concept plant) 2. Display fine motor
coordination of large of less and more 2. Practice the use of fine skills and eye-hand
muscles in performing 3. Move places politely with motor skills and eye-hand coordination in
dance steps ease within the class coordination in recalling arranging seeds
4. Develop fine motor and environment image of a plant 3. Produce own sound
eye-hand coordination in Materials: Ten (10) Leaves of 3. Demonstrate respect by patterns by clapping,
pasting, painting, gluing different sizes following game rules and stomping and patting
Materials: Dried leaves, Procedure: agreements and not individually and in
flowers, twigs, glue, paper, 1. Place different kinds of bullying or playing bad group
crayons leaves on the floor. jokes Materials: 4 to 6 different kinds
Suggested Song: Little Plants Review again the function Materials: 4 Sets of stem, roots, of seeds
(by Jean Warren) of leaves in a plant leaves, flower Suggested Poem: Seeds
Out in the garden early in the (produce the whole Procedure: A little seed for me to sow A
morning plant’s food). 1. Prepare the missing little earth to make it grow A
(Stand straight and tall) 2. Tell the class to count the pieces of the plant in the little hole, a little pat, A little
See the little plants bending to leaves on the floor. classroom. Scatter them wish, and that is that, A little
and fro Practice counting 1-10 by around. sun, a little shower. A little
(Bend body back and forth) changing the number of 2. Explain to the class that while - And then, a flower!
See the gentle breeze help leaves. we need to build a plant Procedure:
them lift their arms 3. Make two groups using using the parts lying 1. Use 4 to 6 different kinds
(raise arms out at sides) the leaves, one has more around the classroom. of seeds. Mix these seeds
Swish-swish, swish-swish, wave leaves while the other Review the parts. together into 5 sets. Ask
hello has less. Count with the 3. Let the children find the the children to sort the
(Wave arms gently up and children, and ask them to parts in each corner of seeds according to size
down) say which group has more the room. Remind them to and color. (biggest,
Procedure: leaves, and which has get one item and give smallest, color brown,
1. Teach the song to the less. chance to other color green, fattest).
class with actions. 4. Sing the “Little Plants” classmates to get their 2. Teach the poem with
2. Then let the children song. own item. actions.
create their own dance 4. When all the parts are 3. Let the children discover
steps for the song. Let found, gather everyone in the rhythmic patterns of
 them dance while singing the middle of the room the poem. Let them
the song. and assemble the parts. produce the sound
3. Tell the class, “We will 5. Review the parts patterns by clapping,
make our own field. Who altogether. Write the stomping and patting
has been in a field? What parts in metacards and individually and in group.
are the plants that you paste on the plants.
have seen? What are the 6. Afterwards, ask the
other things you saw? You children if they followed
will now draw your own the game rules.
field using different
materials.
4. Distribute the materials.
Let them do their
artwork.
5. Encourage them to share
something about their
artwork. Post their
artworks next to each
other to make a field in a
part of the classroom.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM Activity: Stories on Plants, Page
2:30-2:45 PM 158 Activity: Review Activity: Ang Kamatis ni Peles, Activity: Review Activity: Review
Objectives: Page 159
1. Demonstrate interest and Objectives:
understanding of a story 1. Demonstrate interest and
listened to understanding of a story
2. Answer questions about listened to
the details of the story 2. Answer questions about
3. Recall the sequence of the details of the story
events 3. Recall the sequence of
Materials: Suggested Story: The events
Fox and the Seed 4. Sustain attention and
Procedure: concentration on an
1. Give the title of the story activity
and let the children guess Materials: Suggested Story:
what the story is about. Ang Kamatis ni Peles
2. Unlock the difficult words. Procedure:
3. Read the title of the story 1. Unlock the difficult words.
and identify the author 2. Read the title of the story
and illustrator. and identify the author
4. Tell the story. and illustrator.
5. Ask questions about the 3. Tell the story.
story using what, where, 4. Ask questions about the
when, who, and what if. story using what, where,
6. Ask the children to recall when, who, and what if.
the sequence of the story. 5. Ask the children to recall
7. 7. Ask the children to say the sequence of the story.
in their own words the 6. Review the days of the
 moral lesson they week.
learned.
Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.

______________ Child Development Center

_______________________

DAILY SESSION GUIDE S/Y 2024-2025

QUARTER 3
Pre-K1
THEME : MY COMMUNITY
SUB THEME: There Are Beautiful Plants Around Us
Week: 4

ROUTINE/ Monday Tuesday Wednesday Thursday Friday

ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation hugging, embracing, short embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. conversation with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
 sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue)
8:15-8:30 AM
1:15-1:30 PM Activity: Nature Walk, Page 163 Activity: Nature Mosaic, Page Activity: Sounding Off and Activity: Review Activity: The Fields, Page 156
Objectives: 164 Writing Letter Rr, Page 166 Objectives:
1. Use the senses to explore Objectives: Objectives: 1. Express ideas and
the environment 1. Demonstrate fine motor 1. Produce or sound off “r” feelings by creating dance
2. Share freely ideas and skills and eye-hand 2. Produce words with “r” steps
feelings verbally coordination in making a sound 2. Express ideas and
3. Understand reasons mosaic 3. Exhibit skill on tracing feelings through artwork
behind rules and 2. Express ideas and within boundaries 3. Develop body balance and
practices in the feelings through variety 4. Practice writing upper coordination of large
community of objects and materials and lower case letter Rr muscles in performing
4. Throw garbage in 3. Express interest and 5. Show correct posture and dance steps
appropriate designated enthusiasm in doing the paper position and proper 4. Develop fine motor and
area task holding and using the eye-hand coordination in
5. Demonstrate respect for Materials: Items collected writing tool pasting, painting, gluing
others by following rules during Nature Walk, glue, Materials: Letter r: Ramon, Materials: Dried leaves,
and agreements crayons, Manila paper relo, rosas, rimas, robot; lined flowers, twigs, glue, paper,
Materials: Plastic bags (ask Procedure: pieces of paper with letter Rr in crayons
children to bring) 1. Using the items gathered dotted lines Suggested Song: Little Plants
Procedure: in nature walk, make a Procedure: (by Jean Warren)
1. Tell the children that you big mosaic of a plant. 1. Say the name Ramon”. Out in the garden early in the
will have a “Nature walk”. Draw an outline of the Ask the children its initial morning
Remind them about the roots, stem, leaves, and letter. (Stand straight and tall)
rules to follow when flower/fruit, then ask the 2. Demonstrate how to See the little plants bending to
outside the Center. class to glue the items produce or sound off “r”. and fro
2. Explain that each child inside the outline. Then let the children (Bend body back and forth)
will have a plastic bag 1. 2. Let each child share imitate you. See the gentle breeze help
they will use to collect what they observe when 3. Ask the children to give them lift their arms
leaves, sticks, acorns, and the mosaic is finished. words that start with the (raise arms out at sides)
other things in the Applaud them for joining “r” sound. Swish-swish, swish-swish, wave
environment. the activity. 4. Introduce lowercase and hello
3. Afterwards, ask them uppercase “Rr”. Form (Wave arms gently up and
about the items they have capital “R” in the air then down)
put in the bag. Discuss form small letter “r” in Procedure:
with them the things that the air. Let the children 1. Teach the song to the
can be used and thrown. imitate you. class with actions.
4. Ask the children what 5. Give to the children the 2. Then let the children
they will do with the pieces of paper with create their own dance
items that can be used. letter “Rr” in dotted steps for the song. Let
5. Let them recall the rules lines. Ask them to them dance while singing
and practice in the connect the lines. the song.
community in throwing 6. Ask them to copy first the 3. Tell the class, “We will
garbage. Discuss with the “R” in one line of the make our own field. Who
children the reasons for paper, then the “r” in has been in a field? What
the rules and practices in another line with models. are the plants that you
garbage throwing. Let the have seen? What are the
 children make decision on other things you saw? You
what to do with the will now draw your own
garbage. Guide them on field using different
their decision to throw materials.
the garbage in the proper 4. Distribute the materials.
area/place in the Let them do their
environment following the artwork.
rules and practice in the 5. Encourage them to share
community. something about their
artwork. Post their
artworks next to each
other to make a field in a
part of the classroom.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:30-8:45 AM
1:30-1:45 PM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play

Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) tongue) tongue) tongue) tongue)
9:15-9:30 AM
2:15-2:30 PM Activity: Seed Sorting, Page Activity: Seed Shakers , Page Activity: Review Activity: Move Like a Tree, Page Activity: Roses Song, Page 165
161 162 104 Objectives:
Objectives: Objectives: Objectives: 1. Demonstrate progress in
1. Group objects according 1. Demonstrate fine motor 1. Demonstrate body counting 1 to 8
to category: color, size skills and eye-hand balance and coordination 2. Develop body balance and
2. Display fine motor skills coordination in coloring, of large muscles in coordination of large
and eye-hand cutting, and pasting turning and swaying muscles in a challenging
coordination in arranging using age-appropriate 2. Respond to rhythm, activity
seeds materials melody, dynamics, tone 3. Express ideas and
3. Produce own sound 2. Produce individually and and form of music feelings through creative
patterns by clapping, in-group ground patterns through creative movements
stomping and patting using the seed shakers movements and drama Materials: Japanese paper
individually and in group 3. Create dance movements Materials: CD/cassette player petals for head of students
Materials: 4 to 6 different kinds 4. Express interest and Procedure: Suggested Song: The Little
of seeds enthusiasm in doing the 1. Ask the children to stand Roses
Suggested Poem: Seeds task up. Tell them that they Three little roses I once grew,
 A little seed for me to sow A Materials: used bottles (ask will act like trees. You will White, and pink, and red roses.
little earth to make it grow A children to bring a day before), demonstrate how a tree One little rose grew, grew,
little hole, a little pat, A little different kinds of seeds, paper, grows. Start with the grew.
wish, and that is that, A little pen, seed, show plant by It grew taller than the other
sun, a little shower. A little crayon, ribbon, glue, tape, kneeling down, then the two.
while - And then, a flower! scissors tree is shown standing The other two, the other two.
Procedure: Procedure: up. It grew taller than the other
1. Use 4 to 6 different kinds 1. Announce to the class 2. Let the children copy two!
of seeds. Mix these seeds that we will make music what you demonstrated. (substitute 3 to 4, 5, 6, 7, 8)
together into 5 sets. Ask using the seeds. Ask 3. Add music to the Procedure:
the children to sort the them to get their movements. When 1. Teach the song:
seeds according to size bottle/can. children have mastered 2. After teaching the song,
and color. (biggest, 2. Have each child get some the moves, add others: form a circle in the
smallest, color brown, seeds from your plastic tree on a windy day, tree middle. Ask the children
color green, fattest). bag. Assist them in on a rainy day, tree on a to sing it with actions.
2. Teach the poem with putting those seeds into sunny day, etc. When the song says 3
actions. their bottle.Put different roses, 3 children should
3. Let the children discover amount of seeds in their go in the middle and
the rhythmic patterns of bottles for a varied sound move their heads side to
the poem. Let them effect. side.
produce the sound 3. Ask them to decorate 3. The rose that will grow
patterns by clapping, their bottles. taller will stand bit by bit
stomping and patting 4. When finished while the other roses
individually and in group. decorating, shake the remain seated. Continue
bottles. Assign different up to number 8.
counting and speed in 4. Make sure each child gets
shaking to create a chance to go in the
different rhythms. middle.
5. Encourage the children to
add dance movements
when playing their seed
shakers.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue) tongue). tongue). tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: The King and His Activity: Review Activity: Mango Tree and Activity: Review Activity: Review
Seeds, Page 161 Bamboo, Page 160
Objectives: Objectives:
1. Demonstrate interest and 1. Demonstrate interest and
enthusiasm in reading enthusiasm in reading
story books story books
2. Listen to a story being 2. Listen to a story being
read read
3. Participate in the 3. Tell about the characters
discussions about the in the story
story 4. Give in own words the
4. Give in own words the moral lesson of the story
moral lesson of the story Materials: Suggested Story:
Materials: Suggested Story: The Mango Tree and Bamboo Tree
King and His Seed Procedure:
 Procedure: 1. Unlock the difficult words.
1. Unlock the difficult words. 2. Read the title of the story
2. Read the title of the story and identify the author
and identify the author and illustrator.
and illustrator. 3. Tell the story.
3. Tell the story. 4. Ask questions about the
4. Ask questions about the story using what, where,
story using what, where, when, who, and what if.
when, who, and what if. 5. Ask the children to recall
5. Ask the children to recall the sequence of the story.
the sequence of the story.

Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.

______________ Child Development Center

Sitio ___________________

DAILY SESSION GUIDE S/Y 2024-2025

 QUARTER 3
Pre-K1
THEME: MY COMMUNITY
SUB THEME: There Are Wonderful Animals Around Us
Week: 5

ROUTINE/ Monday Tuesday Wednesday Thursday Friday

ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation embracing, short conversation embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:15-8:30 AM
1:15-1:30 PM Activity: Animal Art, Page 171 Activity: Finding Syllables in Activity: Sounding Off and Activity: Writing Numeral 8, Activity: Our Aquarium, Page
Objectives: Animal Names, Page 172 Writing Letter Page 173 177
1. Demonstrate progress in Objectives: Pp, Page 172 Objectives: Objectives:
fine motor skills and eye- 1. Listen to 2- to 3-syllable Objectives: 1. Practice correct and 1. Demonstrate fine motor
hand coordination in words 1. Produce or sound off “p” proper sitting position, skills and eye-hand
drawing, coloring and/or 2. Tell the number of 2. Produce words with “p” paper placement and coordination in drawing,
painting syllables from the words sound holding of a writing tool painting and cutting
2. Express ideas and heard 3. Exhibit skill on tracing 2. Practice writing numeral 2. Demonstrate interest and
feelings about the topic 3. Connect pictures with within boundaries 8 with a model willingness in performing
through an artwork names/labels 4. Practice writing upper Materials: Numeral 8 written in the task
3. Draw from observations 4. Spell names of animals and lower case of letter a flashcard, pieces of paper 3. Develop confidence in
4. Develop self-confidence Materials: Pictures of aso, pusa, Pp with numeral 8 written in expressing one’s ideas
by joining group baboy, ahas, kangaroo and their 5. Show correct posture and dotted lines and feelings
discussions word cards paper position and proper Procedure: 4. Work on school
5. Demonstrate progress in Procedure: holding and using the 1. Show numeral 8 and let the assignment about how to
counting 1. Let the children recall the writing tool children count the animals they take care of the animals
Materials: Paper, pencil, names of the animals they Materials: Letter p: pusa, pula, have studied if there are 8 in the aquarium
crayons, paint have studied. pito, puto, plato, pandisal; already. Materials: Paper/cardboards,
Procedure: 2. Tell the children to listen lined pieces of paper with letter 2. Demonstrate how to write crayons, paint, pencil, scissors
1. Review the animals that to the names of the Pp in dotted lines numeral 8 on the air then let Procedure:
have been discussed. Ask animals and count the Procedure: the children follow. 1. Explain to the class that
the class if they have a number of syllables for 1. Recall the word “pusa”. 3. Distribute to the children the we will make a giant
favorite animal. each word. Ask the children its initial pieces of paper with numeral 8 aquarium for the
 2. Tell the children that 3. Say: a-has, ba-boy, a-so, letter. written in dots. Then let the classroom. They will have
they can have a zoo in the kangaro, pusa 2. Demonstrate how to children connect the dots. to think of the sea
classroom. But, before 4. Show the pictures of produce or sound off “p”. 4. Ask the children to write animals that they would
the zoo opens, they have these animals and let the Then let the children numeral 8 on the sheet of like to live there.
to make animals using art children match the imitate you. paper using a model. 2. Distribute the art
materials. pictures with the 3. Ask the children to give materials and let the
3. Give the materials and let names/labels. words that start with the children draw/paint the
children draw any animal 1. Let the children spell the “p” sound. animal that they like.
that they like. names of the animals. 4. Introduce lowercase and Never mind if there are
4. In one corner of the uppercase “Pp”. Form two or more animals that
classroom, place a label capital “P” in the air then are the same.
“ZOO”. Place there the form small letter “p” in 3. In one area of the
animals that the children the air. Let the children classroom, place a sign
made. imitate you. that says Aquarium. You
5. Let children explain their 5. Give to the children the can add designs (coral
animal or help them share pieces of paper with reefs, bubbles) if you like.
if they are too shy. letter “Pp” in dotted Make sure that the
6. Practice counting using lines. Ask them to animals will fit there.
the animals (e.g. how connect the lines. 4. When the children are
many animals, how many 6. Ask them to copy first done with their artworks,
feet/ears/eyes, how many the “P” in one line of the encourage them to
have same colors, etc.). paper, then the “p” in present what they did,
another line with models. and put the animal in the
aquarium.
5. Review the contents of
the aquarium.
6. Give the assignment to
the children on asking
parents/adults to give the
information on how to
take care of the
aquarium.
7. Discuss the answer to the
assignment on the next
day.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue)
8:30-8:45 AM
1:30-1:45 PM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play

Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, prayer, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children snack, teach children proper prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, use of spoon and fork, teach proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while children no to talk while mouth teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow is full of food, allow children to mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, wash on plates, toothbrushing, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.

Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM Activity: Kangaroo, Page 170
2:15-2:30 PM Activity: Animals on Land, Page Activity: Puppy and Kitty, Page Objectives: Activity: See the Animals, Page Activity: Animals in the Sea,
167 169 1. Recognize sounds by 173 Page 174
Objectives: Objectives: reciting a rhyme from Objectives: Objectives:
1. Demonstrate 1. Recognize sounds by memory 1. Recognize sounds by 1. Demonstrate
understanding on the reciting a rhyme from 2. Develop self-confidence in reciting a rhyme from understanding of the
concept that some memory joining discussions memory concept that some
animals live on land 2. Give substantive reasons 3. Develop body balance and 2. Develop body balance and animals live on water
2. Enjoy listening to animal why one likes a dog or cat coordination of large coordination of large 2. Use variety of movements
sounds as a pet muscles in performing muscles in performing to represent the water
3. Imitate the sounds of 3. Develop self-confidence in movements movements animals
animals that live in land joining discussions 4. Develop muscle control 3. Develop muscle control 3. Develop body balance and
4. Use variety of movements Materials: Sock/paper puppet of and body actions through with body and actions coordination of large
to represent the land a cat and dog moving places politely through moving places muscles in performing
animals Procedure: with ease within the politely with ease within movements
5. Develop body balance and 1. Ask the class who among environment the environment Materials: Suggested Song:
coordination of large them has a pet cat or dog. Materials: Picture of a Materials: pictures of animals Animals in the Sea
muscles in performing Ask them which animal kangaroo in the song; song written in Procedure:
movements they prefer if given a Procedure: cartolina/Manila paper 1. Explain to the class that
Material: A poem chance to have a pet. Let 1. Ask the class if they know Procedure: they will try to guess the
Suggested Poem: Can You? children share their what a kangaroo is. 1. Explain to the class that animal that you will act
Can you hop, hop, hop like a reasons why they prefer a Explain briefly that as they might have out. Have them guess: a
bunny? cat/dog. kangaroos are land observed, animals move fish, octopus, crabs, and
Can you bark, bark, bark like a 2. Tell the class that they animals that hop and differently. Ask them shark.
dog? have two visitors, waiting have a pouch where they which animal they can 2. After the guessing game,
Can you run, run, run like a inside a bag. Show them bring their babies. Show think of and demonstrate explain that these
tiger? the puppets. Introduce a picture. its movement. animals live on water.
Can you meow, meow, meow them to the class. 2. Ask them if they think 2. Take note of the animals They can swim all day and
like a cat? they can be like that the children have breathe while underwater
Can you crawl, crawl, crawl like kangaroos. Teach an shared about. through their gills, and
a snake? action rhyme about a 3. Teach a song about they build their homes in
Can you march, march, march kangaroo. animals in the zoo: the sea.
like a child? 4. As you sing about each 3. Teach the song with
And sit as still as this? animal, do their actions. actions.
(Suit actions to verbs) Add the animals that the Animals in the Sea
children mentioned in the The fishes in the sea go swim,
Procedure: discussion. swim, swim swim, swim, swim,
1. Explain to the class that swim, swim, swim The fishes in
they will try to guess the the sea go swim, swim, swim
animal that you will act All through the Day. The sharks
out. Have them guess the in the sea go chomp, chomp,
animals in the song chomp
(bunny, dog, tiger, cat, chomp, chomp, chomp, chomp,
snake). chomp, chomp The sharks in
 2. After the guessing game, the sea go chomp, chomp,
explain that these chomp All through the Day.
animals live on land. They The octopus in the sea go
move around in land, and wave, wave, wave
they build their homes in wave, wave, wave, wave, wave,
land. wave The octopus in the sea go
3. Let the children focus wave, wave, wave
their attention on the All through the Day. The crabs
sounds of animals which in the sea go click, click, click
you will produce. Then let click, click, click, click, click,
them imitate the sounds. click The crabs in the sea go
4. Teach the poem to the click, click, click All through the
children. Day.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue)
9:30-9:45 AM
2:30-2:45 PM Activity: Stories on Land Activity: Review Activity: Kangaroo, Kangaroo, Activity: Review Activity: Cedric the Pig, Page
Animals, Page 168 Where Are You? Page170 171
Objectives: Objectives: Objectives:
1. Demonstrate interest and 1. Demonstrate interest and 1. Demonstrate interest and
enthusiasm in reading enthusiasm in reading enthusiasm in reading
story books story books story books
2. Listen to a story being 2. Listen to a story being 2. Listen to a story being
read read read
3. Participate in the 3. Participate in the 3. Participate in the
discussions about the discussions about the discussions about the
story story story
4. Choose and describe the 4. Answer specific questions 4. Answer specific questions
character of the story Materials: Suggested Story: 5. Recall sequence of the
that one likes Kangaroo, Kangaroo, Where story
Materials: Suggested Story: Are You? Materials: Suggested Story:
Goldilocks and the Three Bears Author: Robyn Safarian Cedric the Pig
Procedure: Procedure: Author: Margo Fallis
1. Unlock the difficult words. 1. Unlock the difficult words. Procedure:
2. Read the title of the story 2. Read the title of the story 1. Unlock the difficult words.
and identify the author and identify the author 2. Read the title of the story
and illustrator. and illustrator. and identify the author.
3. Tell the story. 3. Tell the story. 3. Tell the story in mother
4. Discuss the story with the 4. Ask questions about the tongue.
children by recalling the story using what, where, 4. Ask questions about the
sequence of the story. when, who, and what if. story using what, where,
5. Let the children choose when, who, and what if.
and describe the 5. Ask the children to recall
character in the story the sequence of the story.
they like best.
Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.

Child Outdoor Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
Time tongue). tongue). tongue) tongue). tongue).
15 mins.
8:30-8:45 AM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play
1:30-1:45 PM

Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM
2:15-2:30 PM Activity: What is Octopus, Page Activity: Sharks in the Sea, Activity: Animal That Can Fly, Activity: Different Animal Activity: Different Animal
175 Page 177 Page 178 Sound, Page 182 Movements, Page 183
Objectives: Objectives: Objectives: Objectives: Objectives:
1. Recognize what an 1. Practice challenging 1. Demonstrate 1. Recognize the different 1. Develop body balance and
octopus is gross motor activities understanding of the animal sounds coordination of large
 2. Connect the picture with such as crawling and concept that some 2. Imitate the sounds of muscles in performing
the label swimming animals can fly different animals movements
3. Spell the word “octopus” 2. Demonstrate movements 2. Use variety of movements 3. Demonstrate interest in 2. Use variety of movements
correctly of a fish and a shark to represent the aerial participating in the to represent different
4. Develop body balance and 3. Demonstrate capability of animals activity animals
coordination of large following the game rules 3. Develop body balance and Materials: Pictures of animals, 3. Remember the gist and
muscles in performing Materials: masking tape, gray coordination of large audio recording of animal details on movements of
movements paper, tape, scissors muscles in performing sounds animals from the stories
Materials: Picture and video of Procedure: movements Procedure: read
octopus, word name/label: 1. Use masking tape to Procedure: 1. Ask the children if they 4. Demonstrate
octopus outline a large circle on 1. Explain to the class that think animals talk. Let the concentration in playing
Procedure: the floor. they will try to guess the children share their ideas. the game
1. Show a picture of an 2. Explain to the class: The animal that you will act Let them share some Materials: Pictures of animals,
octopus. Explain briefly circle is the sea, and we out. Have them guess a animal sounds they know. audio music
that an octopus is a sea are the fish in it. One of bird, bee, butterfly, and 2. Start the guessing game. Procedure:
creature that has eight us will be a shark (ask a chicken. Tell them: I will play an 1. Ask children if they
long arms and a big head. child or get a volunteer). 2. After the guessing game, animal sound and you will remember the different
The octopus’ eight hands 3. The shark will stand in explain that these guess which animal has movements that animals
have tentacles that can the middle of the “sea”. animals can fly. They can such sound. can make.
grow again if cut! It can When the shark says, fly all day, and they build 3. Post the pictures of the 2. Tell the class that you will
change color to hide from “Swim in the sea,” the their homes in trees or animals on the board. Ask play a game of stop
other fish. And, it can rest of the children must big plants. them to raise their hand if dance. Explain to them
squirt out black ink to quickly run while inside 3. Have the children look they want to answer. They that you will show a
protect itself. the sea while the shark outside for a few minutes will get the picture of the picture of an animal, and
2. If a short video is tries to touch as many of and see if there are flying animal that made the they will move to the
available, show it so that them as s/he can. animals. sound. music using the animal’s
children will see how the 4. Any child who is tagged 4. Teach the song: 4. When all the animals have movement. When the
octopus moves. If none, will now be the shark. 1. Bird fly, flutter flit been guessed, review the music stops, they should
show a picture. Repeat, until everyone 2. Through the open sky. sounds. also stop moving. When
3. Let the children match gets their turn to be the 3. Bird fly flutter flit you show another animal,
the picture of the octopus shark. 4. Blue, blue sky. they should automatically
with its word name or change to the movement
label. of that animal.
4. Teach the poem: 3. Play the game.
Octopus
An octopus has Eight long arms
(Hold up and wave four fingers
on each hand)
It lives in the sea, but don’t be
alarmed (Wave hands back and
forth to show no worry)
He squirts out ink (Clap hands),
when he is the prey And grows
a new arm when it’s torn away.
(Hold up arm as high as you
can)
5. Let the children spell the
word “octopus”.

Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM Activity: Cedric the Pig, Page
2:30-2:45 PM 171 Activity: The Rainbow Fish, Activity: Review Activity: Seaweed Soup, Page Activity: Review
Objectives: Page 176 176
1. Demonstrate interest and Objectives: Objectives:
enthusiasm in reading 1. Demonstrate interest and 1. Demonstrate interest and
story books enthusiasm in reading enthusiasm in reading
2. Listen to a story being story books story books
read 2. Listen to a story being 2. Listen to a story being
3. Participate in the read read
discussions about the 3. Participate in the 3. Participate in the
story discussion about the discussions about the
4. Answer specific questions story story
5. Recall sequence of the 4. Answer specific questions 4. Recall the sequence of
story 5. Tell own title of the story the story
Materials: Suggested Story: Materials: Suggested Story: Materials: Suggested Story:
Cedric the Pig The Rainbow Fish Seaweed Soup
Author: Margo Fallis Author: Marcus Pfister Author: Stuart J. Murphy
Procedure: Procedure: Procedure:
1. Unlock the difficult words. 1. Unlock the difficult words. 1. 1. Unlock the difficult
2. Read the title of the story 2. Read the title of the story words.
and identify the author. and identify the author. 2. Read the title of the
3. Tell the story in mother 3. Tell the story. story and identify the
tongue. 4. Ask questions about the author.
4. Ask questions about the story using what, where, 3. Tell the story.
story using what, where, when, who, and what if. 4. Ask questions about the
when, who, and what if. 5. Ask the children to give story using what, where,
5. Ask the children to recall their own title of the when, who, and what if.
the sequence of the story. story. 5. Ask the children to recall
the sequence of the story.
Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM
2:15-2:30 PM Activity: What is Hero?, Page Activity: Superheroes, Page Activity: Role Play of Heroes, Activity: Hero in Me, Page 187 Activity: Heroes in Our
185 185 Page 186 Objectives: Community, Page 189
Objectives: Objectives: Objectives: 1. Describe/share personal Objectives:
1. Demonstrate 1. Recall the ideas related 1. Express ideas and experiences or known 1. Demonstrate respect for
understanding of the to what a hero is feelings through variety information about good the visitors
concept of hero through a 2. Demonstrate of objects and materials deeds done for others 2. Express thoughts and
drawing understanding of 2. Choose a story theme on 2. Develop self-confidence questions politely and
2. Express freely and with superheroes through a heroism by expressing ideas and courteously
confidence one’s thoughts poster 3. Pretend to be a character feelings Procedure:
and feelings about heroes Materials: Picture/short video in his/her own story Procedure: 1. Invite everyday heroes to
Materials: Video/pictures of of 2 superheroes, art materials 4. Develop self-confidence 1. Review the characteristics school to discuss their
heroic acts, paper, pencil, Procedure: by joining a group role of heroes and occupations. Possibilities
crayons, paint 1. Review the concept of play superheroes. This time, include: firefighter, police
Procedure: hero. Ask children if they Materials: Blanket or towel, encourage the children to officer, nurse,
1. Ask children if they know know what a superhero recycled cardboard masks, recognize that ordinary veterinarian, etc.
what a “hero” is. Let is. Introduce at least 2 stick, hat, other pr people, like them, can be 2. Remind the children
them share what they superheroes and discuss Procedure: heroes. Ask them about about how they should
know about the word. Ask what makes them 1. Ask children to dress up an experience where they behave towards a visitor
them also if they know a extraordinary. Discuss in different props for helped someone (e.g. “I (e.g. Be polite, Listen to
hero. This can be anyone what is unique (ex. superheroes. Instruct made friends with my new the visitor, do not talk
they know, a fictional different superpowers) them to take turns and neighbor”, or “I helped while the visitor is
character from a and what is common to give everyone a chance to Mama clean the house”, speaking in front)
book/movie/television. them (e.g. being helpful, dress up and act as hero. or “”, etc.). 3. Introduce the visitor. Let
2. After they have shared, use their powers for 2. Let them create a story 2. Make sure each student him/her explain their daily
discuss the basic good). on how a hero helps other who shares gets a round activities, equipment,
definition: a hero is 2. After discussion, make a people. of applause. When all training, and share why
someone who we admire class definition on a big 3. Ask some children to students had their turn, they enjoy their jobs.
because he/she is brave, colorful poster. The pretend to be the hero in congratulate them for 4. Encourage children to
respectful, and helpful. poster can include what the role-playing game. being little heroes. ask appropriate questions
Discuss the three is a superhero, their 4. Congratulate them for after the visitor’s talk.
qualities and what they qualities, and their performing in class. 5. Discuss with the class
know about them. responsibilities. how the visitor acts like a
3. Show pictures/video of 3. Review what is in the hero.
people doing heroic deeds poster and display it
 (ex. helping people during afterwards.
calamity; saving someone
from danger, etc.) Let the
children describe what is
in the picture/video.
4. Let them describe a hero
through an artwork.
Encourage them to share
something about their
work.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue) tongue). tongue) tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: Stories on Heroes, Activity: Review Activity: Review Activity: Creative Stories on Activity: Review
Page 188 Heroes
Objectives:
1. Demonstrate interest and
understanding of a story
listened to
2. Answer questions about
the details of the story
3. Recall the sequence of
events
Materials: Suggested Story:
Robin Hood
Procedure:
1. Unlock the difficult words
(ex. England, tax, archer)
2. Read the title of the story
and identify the author.
3. Tell the story.
4. Ask questions about the
story using what, where,
when, who, and what if.
5. Ask the children to recall
the sequence of the story.

Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:30-8:45 AM Activity: Let’s Pretend to be
1:30-1:45 PM Mamas/Mommies and Activity: Halloween Treats! Activity: Bring Me Activity: Running Activity: Jumping
Papas/Daddies, Page 196 Page 201
Objectives: Objectives:
1. Express oneself freely by 1. Demonstrate
pretending to be understanding on the
Mamas/Papas concept of All Saints and
2. Demonstrate self- All Souls Day
confidence and 2. Share ideas and
independence through experiences with others
one’s to ability to play 3. Connect real objects with
alone their labels
3. Relate willingly and 4. Demonstrate self-
productively with others confidence and
by sharing ideas and cooperation in joining the
experiences with others activity
Materials: Teddy bears/ dolls, 5. Demonstrate progress in
bear/doll clothes accessories, gross motor skills and
table, chairs, play cars eye-hand coordination
Procedure: through the activity
1. Assemble items and lay Ma Materials: Pictures of All
those down on the table Saints and All Souls Day
(make sure everyone has activities, candies, wafer,
its own doll/bear). chocolates, gelatine, small
2. Tell the children we can baskets, pumpkin mask and
pretend to be their word cards
mommies/daddies: “We Procedure:
take care of dolls or bears 1. Show the pictures to the
just like our children and let them
mommies/daddies who describe the pictures.
take care of us.” Get their 2. Discuss about facts of All
dolls/teddy bears. Saints and All Souls Day.
3. Now tell them to dress 3. Encourage them to ask
the bear, feed it, rock it to questions about the
sleep and sing the bear a topic.
song. 4. Let them wear their own
4. Let them enjoy masks and hold their
pretending to be a mother baskets before you tour
 or father. You can ask them around the nearby
some questions while houses of their
they are playing: “What classmates. (Before doing
are you doing to your doll the activity make sure
or baby? What is the song you already informed the
you are singing for your parents to prepare some
bear or baby? goodies on their house to
5. Talk about the things the be given to the children.)
mothers do to us. How 5. After the Hallowen Treats
thankful we are for the make sure they go back
things our mothers do for to the NCDC with their
us, especially teaching us, treats. Let the children
and we also thank God for match the real objects
giving us our moms and (treats) with their
dads. labels/names.
6. Let them enjoy their
treats and they can also
share these with the
other children.
Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM
2:15-2:30 PM Activity: A Song for Mother, Activity: Review Activity: Showing a Movie Activity: Review Activity: Review
Page 196 About Community Celebrations
Objectives:
1. Express one’s thoughts
and feelings through a
song
2. Echo rhythmic patterns
through clapping, patting
or playing instruments
and objects
Material: A song; musical
instruments and other objects
Procedure:
1. Sing the whole song and
let the children repeat
 after you.
A Hug From You
Sung to: "Mary had a little
lamb"
It's nice to get a hug from
you, Hug from you, Hug
from you. It's nice to get a
hug from you, So, let's
give one right now.
2. Let them echo the
rhythmic pattern of the
song through clapping,
patting and playing
instruments and other
objects.
3. Let them sing the song
with the accompaniment
of the musical
instruments and objects.
4. Tell the children to sing
this song when they will
give their card to their
mother.
Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: Telling About Activity: Review Activity: Mother’s Hand, Page Activity: Review Activity: Review
Community Celebrations, Page 197
192 Objectives:
Objectives: 1. Demonstrate interest and
1. Demonstrate interest and understanding of a story
understanding of a story listened to
listened to 2. Answers questions about
2. Answer questions about details of the story
details of the story 3. Demonstrate progress on
3. Share personal eye-hand coordination by
experience related to the making a necklace
story heard Materials: Picture of heart,
Materials: Picture of trumpet paste, colored paper, pencil,
Suggested Story: The Happy scissors, paper, glue
Trumpet Suggested Story: Mother’s
Procedure: Hand
1. Recall the fiesta Author: Arthur S. Maxwell,
celebration. Ask the adapted by Karen Flowers
children if they have seen Procedure:
and heard the community 1. Present the story by
band playing during the showing some pictures or
fiesta. Ask them the words from the story that
different musical you are going to read.
instruments used by the 2. Unlock difficult words.
 band members. 3. Read the story.
2. Present the story by 4. Ask children how do they
showing a picture of a feel after hearing the
trumpet. story and encourage them
3. Unlock difficult words. to ask questions.
4. Tell the story. 5. Tell something more
5. Let the children answer about the story for them
specific questions about to fully understand the
the story using who, moral lesson and tell
what, where and when. them how lucky we are to
6. Let the children share have our mothers in our
their experience when side.
they heard the band 6. Tell them about the
playing during the fiesta activity and give
and the instrument they guidelines in doing the
like best. Mother’s Day Necklace
Craft. a) Bring out all the
materials, b) draw a heart
shape on a bond paper c)
write “I Love You,
Mama/Mom/Nanay/ Inay
d) now you can put some
glitters or stickers, you
can draw and paste some
designs e) make it dry
and you can add color,
and f) punch a hole on the
two sides and put the
yarn on it as a lace.
7. Let everyone wear it and
present their work in
front.
Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.
 __________ Child Development Center
_____________________

DAILY SESSION GUIDE S/Y 2024-2025

QUARTER 3
Pre-K1
THEME: MY COMMUNITY
SUB THEME: Fiesta and Other Celebrations in Our Community
Week 9

ROUTINE/ Monday Tuesday Wednesday Thursday Friday

ACTIVITY
Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation hugging, embracing, short embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. conversation with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:15-8:30 AM
1:15-1:30 PM Activity: Paper Roll Angel Craft, Activity: Christmas Tree Décor, Activity: Paper Chain, Page 203 Activity: Sounding Off and Activity: Review
Page 202 Page 203 Objectives: Writing Letter Ll, Page 206
Objectives: Objectives: 1. Sustain attention and Objectives:
1. Express oneself about 1. Develop understanding concentration on the 1. Produce or sound off “l”
their feelings on the concept of activity 2. Produce words with “l”
2. Develop progress in fine Christmas 2. Relate experiences in sound
motor skills and eye-hand 2. Connect the objects with sequence as these 3. Exhibit skill on tracing
coordination through the the labels happened within boundaries
activities 3. Help someone in a 3. Show concern to others 4. Practice writing the upper
3. Practice and show good difficult task by helping them do the and lower case letter Ll
values to others by being 4. Demonstrate progress in activity 5. Show correct posture and
honest fine motor skills and eye- 4. Demonstrate progress in paper position and proper
 4. Follow directions in doing hand coordination in fine motor skills and eye- holding and using the
an activity decorating hand coordination in writing tool
Materials: Paper, pencil, Materials: Yellow, red and folding Materials: Letter l: lola, lolo,
crayons, glue, yellow yarn, orange colored paper, yarn, 5. Follow directions in doing lima, litson, lapit, laruan;
scissors Christmas Tree and their labels an activity pieces of paper with letter Ll
Procedure: Procedure: Materials: scissors, glue, light , written in dotted lines
1. Let the children recall the 1. Let the children sing a ruler, pencil, colored papers Procedure:
discussion about All short Christmas song. Ask and old news papers 1. Prepsent the word “lola”.
Saints and All Souls Day. them when Christmas Procedure: Ask the children its initial
2. Explain to the children celebrated and why. 1. Tell something about letter.
that the Day of the Dead 2. Present them the picture Christmas and Christmas 2. Demonstrate how to
is the other name of All of a Christmas Tree. decorations before doing produce or sound off “l”.
Souls Day. 3. Tell something about the activity. 3. Ask the children to give
3. Relate angels to your Christmas and encourage 2. Let them talk and share words that start with the
discussion and present them to talk also. about their decoration at “l” sound.
the activity which is 4. Let the children make home. 4. Introduce lowercase and
making an angel through their own Christmas 3. Let them go to there uppercase “Ll”. Form
a paper roll. decor for the classroom previous groupmates to capital “L” in the air then
4. Give the directions before Christmas tree. explain that they are form small letter “l” in
the activity: a) draw your 5. Give them all the going to make a paper the air. Let the children
two (2) hands on a paper, materials and let them chain by group. imitate you.
b) cut it using scissors, c) design their own 4. Give the guidelines in 5. Give to the children the
roll a paper as the body of Christmas decor. doing the activity: a) pieces of paper with
the angel, d) draw face at 6. Let them help each other trace a line on the colored letter “Ll” in dotted lines.
the top on the rolled to finish the task. paper to have an equal Ask them to connect the
paper, and e) punch a 7. Let them put the size before they cut into dots.
hole at the back of the Christmas decor on the strips, b) they can also 6. Ask them to copy first the
face and put yarn on it to classroom Christmas tree. cut the strips into 2 or 3 “L” in one line of the
serve as holder. parts, c) make strips as paper, then the “l” in
5. Show their work infront small circles, d) glue the another line with models.
and they can hang it in two sides, e) create more
the window of the circles and put it all
classroom. together to make a long
paper chain.
5. Ask the children to relate
their experiences in
making paper chain in
sequence.
6. Let them present their
work and after that they
can hang it on their
Christmas Tree inside the
classroom.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:30-8:45 AM
1:30-1:45 PM Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play Activity: Free Play
Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM
2:15-2:30 PM Activity: Showing a Movie Activity: Review Activity: Review Activity: Review Activity: Review
About Community Celebrations

Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: Stories About Activity: Review Activity: Review Activity: Review Activity: Review
Christmas, Page 205
Objectives:
1. Remain settled while
listening to a story
2. Name important
characters in the story
and give the moral lesson
of the story
3. Participate in discussions
about the pictures in the
story
Materials: Puzzle of Santa
Claus, Chritsmass Tree, litt
Suggested Story: A Christmas
Dream
Procedure:
1. Present the story by
showing some pictures or
words from the story that
you are going to read.
2. Read the story.
3. Ask how children feel
after hearing the story
and encourage them to
participate in discussing
the story.
4. Let them name the
 characters of the story
and give the moral lesson
of the story. .

Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.

_____________ Child Development Center

______________________

DAILY SESSION GUIDE S/Y 2024-2025

QUARTER 3
PRE-K1
THEME : MY COMMUNITY
SUB THEME: Products in Our Community
Week 10

ROUTINE Monday Tuesday Wednesday Thursday Friday

Arrival Time Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while Greetings, free play while
15 mins. waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging, waiting for the others, hugging,
7:45-8:00 AM embracing, short conversation embracing, short conversation embracing, short conversation embracing, short conversation embracing, short conversation
12:45-1:00 PM with caregivers. with caregivers. with caregivers. with caregivers. with caregivers.

Meeting Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15mins tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national tongue). Prayer, national
8:00-8:15 AM anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance anthem, greetings, attendance
1:00-1:15 PM check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the check, calendar, days of the
week, months of the year, week, months of the year, week, months of the year, week, months of the year, week, months of the year,
 weather condition, news weather condition, news weather condition, news weather condition, news weather condition, news
sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and sharing, health check-up and
birthday’s birthday’s birthday’s birthday’s birthday’s
Activity Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
8:15-8:30 AM
1:15-1:30 PM Activity: Fruits in Our Activity: Name It, Eat It, Page Activity: Community Flowers Activity: Painted Pebbles Activity: Mat Weaving, Page
Community, Page 207 207 Collage, Page 208 Mosaic, Page 212 213
Objectives: Objectives: Objectives: Objectives: Objectives:
1. Identify available fruits in 1. Name available fruits in 1. Recognize available 1. Show originality and 1. Relate willingly and
the community the community and spell flowers in the creativity in making a productively in doing the
2. Express oneself properly their names community and mosaic activity
about the fruits he/she 2. Express oneself properly connect the pictures 2. Express kindness to 2. Demonstrate appropriate
likes and freely in describing with the printed others by helping them in behavior in doing the task
3. Connect pictures with the fruits names a difficult task 3. Develop progress in motor
labels/names 3. Share own fruits with 3. Demonstrate creativity in 3. Demonstrate progress in skills and eye-hand
4. Demonstrate others making collage fine motor skills and eye- coordination in weaving
independence in doing 4. Use malleable material to 4. Demonstrate fine motor hand coordination Materials: Colored paper strips,
the actitvity model and represent skils and eye-hadn Materials: Glue, scissors, paper, bond paper, pencil, glue and
5. Practice fine motor skills fruits coordination in cutting pencil, paint, old newspapers scissors
and eye-hand 5. Practice eye-hand and pasting within Procedure: Procedure:
coordination in coloring coordination in using clay boundaries 1. Explain to them that 1. Tell something about
within boundaries Materials: Fresh fruits such as Materials: Printed materials of you are going to take a products in the
Materials: Printed materials of banana, atis, mango, santol flowers, glue, scissors,paper, nature walk (be sure to community like
fruits, fresh fruits such as and etc. pencil, crayons, ½ Manila bring your handweaved products
banana, atis, mango, santol and Procedure: paper; word cards of bucket). While you are such as bag, hat, slippers,
etc. 1. Ask the children to the names of flowers walking, tell them to etc.
Procedure: present their favorite Procedure: keep a look out for 2. Prepare all the materials
1. Show the fruits in front fruits in front and let 1. Present pictures of small pebbles and needed and name each of
and let them tell the them name these and flowers that are available rocks. them.
names. spell the name for each in the community. 2. Ask them to put the 3. Demonstrate to the
2. Have children look at each fruit. 2. Let the children name the rocks they will find into children how to do the
fruit and let them 2. Have children describe flowers and match the the bucket. Encourage weaving. Do it slowly in
describe the fruits. the fruits and give the pictures with the printed them to pick out front and after the
3. Ask them to share their reasons why they like the labels. rocks and pebbles that demonstration you can
feelings about the fruit fruits. 3. Then introduce the next dare different shapes give now the materials so
they like. 3. Make sure that they can activity which is making a and of varying (small) that they can follow.
4. Give the printed share their favorite food Community Flowers sizes. 4. Do it again in front and
materials. to others. Collage. 3. When you return from instruct them follow you.
5. Let the children color the 4. Create a fruit using clay 4. Group the children into the walk, set up a Parent volunteer/s can
materials within (play dough time) for four. Give them directions workspace for your also assist the children in
boundaries. display in the classroom. first before giving all the children. Cover the doing the activity.
6. Present their work and materials: a). color all the area 5. Let the children do it on
display in class. flowers that can be found with newspaper so that their own and help them if
7. Ask children to bring their in the community b) cut if they make a mess, they find it really hard for
favorite fruit to the class all the colored flowers c) it’s easy to clean the them.
the following day. paste these on the Manila area. Have your 6. Now, they can paste it on
paper, and d). design the children prepare to the paper but only the
Manila paper for their paint by putting on the upper side of the mat so
Community Flowers smock. that everyone can see
 Collage. 4. Make small puddles of how they do it.
5. Let them present their paint on paper plate. 7. Ask the students to
work by naming the Use at least three present their work in
flowers on their different colors. front and talka bout their
Community Flowers Challenge your child to experience.
Collage. identify colors on the
plate.
5. Encourage them to dip
rocks in the paint.
Explain that the goal is
to cover as much of
each rock with the
paint.
6. Separate the rocks
into color goups and
let them dry. You might
need to adjust the
rocks while they’re
drying to ensure they
don’t stick to the
newspaper and
guarantee that they
dry completely.
7. Now they can draw
whatever design they
like on the piece of
cardboard. The design
will serve as her guide
for positioning the
rocks.
8. Help your child decide
which colored rocks
will go where and then
label the cardboard
with their names.
9. Lay the cardboard on a
flat surface. Have your
child glue each rock to
its designated color
area. For example,
yellow rocks would go
in the "yellow" area,
green rocks in the
"green," etc. Let the
glue dry.
10. Let them present
their work in front.
Outdoor Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Free Play outdoor. tongue). Free Play outdoor. tongue). Free Play outdoor. tongue). Free Play outdoor. tongue). Free Play outdoor.
8:30-8:45 AM
1:30-1:45 PM Activity: Shells, Rocks, Seaweed Activity: Review Activity: Review Activity: Review Activity: Review
Collage , Page 210 (outside the
center activity)
Objectives:
Objectives:
1. Demonstrate creativity in
building an acquarium
2. Practice the habit of
being in the company of
adult/s when going to
crowded places or outside
3. Demonstrate fine and
gross motor skills and
eye-hand coordination in
walking while picking
object in the seashore
Materials: Shells, rocks or
stone, seaweeds, small coral
reefs ,small baskets
Procedure:
1. Make sure that you have
at least 2 or 3 parent
volunteers to help you
before doing the activity.
2. Ask the children if they
are familiar with things
found in the sea or
seashore.Let everyone
share and tell what they
see when they go to the
seashore.
3. Tell some additional
words about things found
in the seashore and why
they are important.
4. Ask them to get ready for
gathering shells, rocks,
seaweeds at the seashore
with the help of some
parent volunteers.
5. Give guidelines: a) Pick
objects that are found in
the sea. B) Pick and put
these in the basket. c)
Watch your steps while
picking objects. d) Always
listen to your teacher and
parents volunteers. e)
Bring all those objects in
the classroom. f) Count all
 the objects that they got
outside and tell the
teacher how many were
counted. g) Prepare for
the next activity.
6. Let them go with their
groupmates at the
assigned table before
doing the activity.
7. Give them the Cartoon
Acqaurium and put all the
things that they got from
the seashore. Design it
and they can also draw
some fishes.
8. Present their work in
front with confidence.
Snack Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands, tongue), Washing hands,
8:45-9:00 AM prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children prayer, snack, teach children
1:45-2:00 PM proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork, proper use of spoon and fork,
teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while teach children no to talk while
mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow mouth is full of food, allow
children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates, children to wash on plates,
toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check toothbrushing, hygiene check
Nap/Rest Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on tongue). Children can watch on
9:00-9:15 AM television while lying on map, television while lying on map, television while lying on map, television while lying on map, television while lying on map,
2:00-2:15 PM can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear can sleep for 15 mins. Can hear
the music. the music. the music. the music. the music.
Circle Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity. tongue) for an activity.
9:15-9:30 AM
2:15-2:30 PM Activity: Showing a Movie on Activity: Review Activity: Showing a Movie on Activity: Review Activity: Showing a Movie on
Different Fruits and Vegetables Planting Trees Making Crafts

Story Time Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother Transition songs (mother
15 mins. tongue). tongue). tongue). tongue). tongue).
9:30-9:45 AM
2:30-2:45 PM Activity: Stories on Products in Activity: Review Activity: Review Activity: Review Activity: Review
the Community

Goodbye Time Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for Recall the activities done for
15 mins. the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs the day. Transition songs
9:45-10:00 AM (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer, (mother tongue) for prayer,
2:45-3:00 OM packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye packing things and goodbye
song. song. song. song. song.