OPENING BLOCKS vbggjgjhhPPT DAY 1-4.pptx

OPENING
BLOCKS
DAY 1
MARLET B. SALEM TEACHER III
PRESENTATION TITLE 06/02/2026
1

2 PRESENTATION TITLE 06/02/2026
DAY 1: VALUES, COMMUNITY & SELF-DISCOVERY
THEME: “ME, MY STRENGTHS, AND MY NEW CLASSROOM
FAMILY”
•General Objectives
•- Identify personal strengths, challenges, and interests
•- Set simple personal and academic goals for the school
year
•- Understand respect, inclusivity, and anti-bullying
principles
• - Co-create classroom agreements
•- Start building the personal learning portfolio

FOCUS: WARM WELCOME, ESTABLISHING SAFETY, AND INITIAL
CONNECTION
ACTIVITIES: WELCOME CIRCLE, TWO TRUTHS AND ONE DREAM
•Teacher Procedures:
•1. Greet every learner at the door with a smile and a welcome card.
•2. Activity: “Two truths, one dream”
•Student Tasks:
•- Listen attentively to classmates.
•- Share their two truths and one dream.
•- Learn 2–3 names of new classmates.

1. “What did you
discover about your
classmates that
surprised you?”
PROCESSING QUESTIONS:
4
2. “How does it feel
to share something
about yourself?”

Output: class list of shared dreams
posted on the wall materials: welcome
cards, chart paper, markers
Inclusive strategies: allow drawing for
non-readers/writers; pair shy learners
with supportive peers; speak slowly
and use simple words.
Classroom management: set rule: “we
listen when someone speaks; we
respect every answer.”

Energizer: “hello, friend!”
Chant –
Teacher:
“Hello friend, how are you?
Learners:
I am fine, thank you too! Let’s
learn and play together,
happy days for you and me!”

KNOWING MY STRENGTHS AND
CHALLENGES
FOCUS: SELF-AWARENESS AND
APPRECIATION OF UNIQUE
ABILITIES
ACTIVITY: STRENGTHS &
CHALLENGES FLOWER

TEACHER PROCEDURES:
1. Explain: “each of us is like a flower—we have beautiful
parts (strengths) and parts we are still growing
(challenges). Both are okay and part of learning.”
2. Distribute flower templates: petals = strengths; center
= challenge/area to improve.
3. Give examples: “strength: I am good at drawing;
challenge: I find reading long sentences hard.”
4. Assist learners in identifying their own.

Student tasks: -
Write or draw their strengths on petals
and one challenge in the center.
- Share with a partner: “this is what I am
good at, and this is what I want to get
better at.”

Processing Questions:
- “Why is it important to know
what we are good at?”
- “Is it okay to have challenges?
Why?”

Reflection: “My strengths make me special,
and my challenges help me grow.”
Output: Strengths & Challenges Flower (for
portfolio) Materials: Flower templates,
crayons, pencils Inclusive Strategies: Use
picture cues; provide sentence strips; allow
oral responses recorded by teacher/peer.

Focus: Setting personal and academic goals; building good habits
Activity: Goal Rocket Ship, My Study Habit Checklist
Teacher Procedures:
1. Differentiate personal vs. academic goals:
“Personal: ‘I will help at home.’
Academic: ‘I will practice reading every day.’”
2. Teach the SMART rule simplified:
Small, Simple, Achievable, Relevant, Timed.
3. Introduce positive habits: being on time, listening, taking notes,
reviewing lessons.
4. Sample Script: “A goal is like a destination. Your rocket ship will
take you there, but you need good habits as fuel! Let’s write 1
personal and 1 academic goal, and list 3 habits to help you reach
them.”

Student Tasks:
- Fill out the rocket ship template with goals.
- Create a personal study habit checklist.
- “How will you feel when you reach your goal?”
- “What habit will you start today?”
Expected Responses:
- “Proud and happy!”
- “I will put my things in my bag before sleeping.”

Respect, Inclusivity & Anti-Bullying Awareness
Focus:
Understanding respect, welcoming everyone,
and stopping bullying
Activities:
Find Someone Who, Kindness vs. Unkindness
Sorting, Mini-lesson on Anti-Bullying

Teacher Procedures:
1. Find Someone Who: Learners move around to find classmates
who fit descriptions: “Find someone who is an only child,” “Find
someone who loves math” — emphasizes similarities and
differences.
2. Discuss: “We are all different, but all belong here. Respect means
treating others how you want to be treated.”
3. Define bullying simply: “Hurting someone on purpose,
repeatedly, and when there is an imbalance of power.”
4. Explain: “In this class, we do not laugh at others, we do not leave
anyone out, and we tell a teacher if someone is hurt.”

Student Tasks:
- Complete the Find Someone Who sheet.
- Sort pictures/actions into “Kind” or
“Unkind/Bullying”.
- “What does it mean to be inclusive?”
- - “What will you do if you see someone being
bullied?”
Expected Responses:
- “Letting everyone play or join the group.”
- “Tell the teacher or help the person.”

Classroom Agreement
Making Focus:
Co-creating rules for a happy, safe
classroom
Activity:
Our Class Promise

Teacher Procedures:
1. Explain: “Rules are not to limit us, but to help everyone
learn and be safe. Since this is OUR classroom, WE will make
the rules.”
2. Guide discussion to cover: respect, listening, kindness,
safety, responsibility.
3. Summarize ideas into 5–6 clear agreements.
4. Have everyone sign or put a handprint on the agreement
poster.

Sample Agreements:
1. We listen when someone is talking.
2. We speak kindly and respectfully.
3. We help and include everyone.
4. We take care of our things and our
classroom.
5. We do our best every day.

Student Tasks:
- Suggest rules.
- Sign or add handprint to the class poster.
- Output: Our Class Promise poster displayed
prominently Materials: Manila paper, markers,
paint/crayons

Portfolio Building:
“About Me”
Learner Profile Focus:
Starting the portfolio as a record of growth
Activity:
My Learner Profile Sheet

Teacher Procedures:
1. Introduce the portfolio: “This is your envelop of
growth. We will put your best work, goals, and
reflections here. You will see how much you
improve this year!”
2. Guide learners to fill in: Name, age, favorite
subject, hobbies, family, and what they want the
teacher to know about them.

Student Tasks:
- Complete the profile sheet with writing or
drawings.
- Decorate the page.
Example Output:
- Name: Ana Favorite
- Subject: Arts
- Hobby: Drawing flowers
- Note: I get shy when speaking in front, but I will
try my best. Materials: Portfolio folders, profile

Closure Activity: Silent Reflection + Kumustahan Circle
Reflection Question:
“What made you happy today?
What are you looking forward to tomorrow?”
Closing Chant: “We are Grade 4, strong and bright! We
learn together, with all our might!” Reminder: Bring
materials needed for tomorrow.

OPENING
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DAY 2
25

COMMUNICATION, TEAMWORK & VALUES
FORMATION
Theme: “Connecting Kindly, Working Together”
General Objectives
- Practice respectful communication and active
listening
- Experience teamwork and cooperation through
activities
- Develop empathy, self-control, and responsibility
- Learn to handle stress and small challenges

Kumustahan Circle & Communication
Basics Focus: Speaking clearly, listening well, and kind words
Activity: Feeling Map, Good Talk / Bad Talk
Teacher Procedures:
1. Kumustahan: “How are you today? Show me on your feeling map—
happy, excited, tired, or calm?”
2. Teach active listening: Eyes looking, ears listening, mouth quiet, body
still.
3. Differentiate: Respectful words vs. hurtful words; polite tone vs.
loud/angry tone.
4. Sample Script: “Communication is like a bridge between friends. If we
use kind words, the bridge is strong. If we use hurtful words, the bridge
breaks. Let’s practice building strong bridges today.”

Teamwork & Cooperation Challenges
Focus: Working together, valuing every member’s contribution
Activity: Build the Tallest Tower (using cups, papers, tapes)
Teacher Procedures:
1. Divide into mixed-ability groups of 4–5.
2. Instruction: “Build the tallest tower in 15 minutes. Everyone
must help. You win not just by height, but by how well you work
together.”
3. Observe and note interactions.
4. Process after activity.

Student Tasks:
- Plan, assign roles, and build together.
Discuss:
- “What made it easy/hard?
- How did we help each other?”

- “Can you build it alone as high as when you were
together? Why?”
- “What happens when someone’s idea is ignored?”
Reflection: “Teamwork means everyone contributes and everyone matters.”
Materials: Paper cups, bond paper, tape, rulers
Inclusive Strategies: Assign roles based on strengths (artist, measurer, speaker); guide groups who
struggle.
Energizer: “Teamwork Clap” – rhythm clapping done together as a whole class.

Values Formation:
Empathy
Focus:
Understanding and sharing the feelings of
others
Activity:
Walk in My Shoes, Role Play

Teacher Procedures:
1. Define empathy:
“Putting yourself in someone else’s place and feeling what
they might feel.”
2. Present scenarios:
“Your classmate forgot their lunch,” “Someone is laughed at
because of their handwriting.”
3. Ask: “How would you feel? What would you do to help?”
4. Role-play appropriate responses.

Values Formation:
Self-Control & Responsibility
Focus:
Managing feelings; being accountable for
actions
Activities:
Stop-Think-Act, My Responsibility Chart

Teacher Procedures:
1. Self-Control:
“When you feel angry or upset, STOP first, THINK before you
speak or act, then ACT kindly.”
Practice breathing exercise:
“Breathe in… 1…2…3… Breathe out… 1…2…3…”
2. Responsibility:
“Doing what you are supposed to do, even when no one is
watching. Taking care of your things, your work, and your
words.”
3. List responsibilities at school and at home.

Student Tasks:
- Practice the breathing technique.
- List 3 responsibilities they will commit to.
Affirmation:
“I can control my actions. I am responsible for
me.”
Materials: Responsibility worksheets

Homeroom Guidance: Handling Stress & Challenges
Focus:
Identifying stressors and healthy coping strategies
Activity: My Worry Box, Stress Busters
Teacher Procedures:
1. Explain stress/challenges:
*“Things that make us feel worried, nervous, or tired.
It is normal to _______________________

OPENING
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DAY 3
37

LEARNING ORIENTATION, ROUTINES & SELF-DISCIPLINE
Theme:
“Ready to Learn: Knowing Our Way, Doing Our Best”
General Objectives
- Understand the school’s Tri-Term system, assessment, and
grading policies
- Master classroom routines, schedules, and expectations
- Deepen values of responsibility and self-discipline
- Identify personal learning preferences and set study routines
- Add reflection and learning style records to the portfolio

“Assessment is not just about tests—
it is about checking what you have
learned, what you still need to
practice, and how we can help you
better. Grades are a report of your
progress, not just your intelligence.”

NEW DEPED GRADING SYSTEM
Two Types of Assessment
✅ A. Formative Assessment
These are the daily classroom activities used to monitor
learning.
Examples:
•Recitations
•Group activities
•Seatworks
•Practice exercises
•Class discussions

✅ B. Summative Assessment
These are the graded tasks used to
compute report card grades.
📖 1. Written / Oral Works (WW)
🎨 2. Performance Tasks (PT)
📝 3. Summative Tests / Term Exams
(ST & TE)

These are the graded tasks used to
compute report card grades.
📖 1. Written / Oral Works (WW)
Examples:
•Quizzes
•Essays
•Written activities
•Oral presentations

🎨 2. Performance Tasks (PT)
Examples:
•Projects
•Demonstrations
•Role plays
•Portfolios
•Investigations

✅ B. Summative
Assessment
📝 3. Summative Tests /
Term Exams (ST & TE)
Examples:
•Long tests
•Quarterly or term
examinations

GRADING SYSTEM PER KEY STAGE
GRADES 4–12 (KS2–KS4)
Grade Descriptor
90–100 Advancing
80–89 Benchmarking
75–79 Connecting
65–74 Developing
64 and below Emerging

AWARDS AND RECOGNITION
For Kindergarten to Grade 3:
•There will be NO academic ranking or
honors yet.
For Grades 4–12:
•Awards will still be given based on
averages.
•Awardees will be listed alphabetically to
lessen unhealthy competition.

Classroom Routines & Time Management
Lesson Focus:
Establish daily flow; learn to use time
wisely
Activities:
Class Routine Walkthrough, My Daily
Schedule, Time Management Tips

Teacher Procedures:
1. Demonstrate step-by-step routines:
- Arrival: attendance, preparation of materials, silent reading –
- Lesson flow: discussion activity presentation - Transitions:
→ →
moving groups, passing papers, cleanup - Dismissal: packing,
cleaning area, lining up
- 2. Teach Time Management: “Time is like a treasure—use it well!”
- - Tips:
- Do hard tasks first; break big work into small parts; avoid
distractions.
- Introduce simple timetable for home study.
- 3. Sample Script: “When we follow routines, we save time for
learning and fun. Being on time and ready shows you respect

Student Tasks:
- Practice transition routines (e.g., switching from
individual to group work).
- Create a simple My Daily Schedule including study,
play, rest, and chores.
- “How do routines help our class run smoothly?”
- “What happens when we waste time?”

Values Formation:
Responsibility & Self-Discipline
Focus:
Connecting values to routines and learning
Activities:
Responsibility Ladder, Self-Discipline Pledge

Teacher Procedures:
1. Define:
- Responsibility: Doing your duty and owning your actions.
- Self-Discipline: Doing what you should do, even when you
don’t feel like it.
2. Discuss examples: finishing assignments, bringing materials,
following rules, controlling impulses.
3. Relate to Tri-Term and grading:
“Being responsible and disciplined helps you succeed in your
goals.”
4. Guide learners to write their own pledge.

Student Tasks:
- Write or draw examples of responsibility and self-discipline on the
“ladder”.
- - Recite and sign the Self-Discipline Pledge.
- Sample Pledge:
“I promise to do my work on time, follow our classroom
agreements, and do my best every day. I am responsible, I am
disciplined!”
Processing Question:
“How do responsibility and self-discipline make you a better learner?”
Expected Response: “I finish my tasks, I learn more, and people trust
me.”
Materials: Ladder templates, pledge sheets

Note-Taking & Study Skills Workshop
Focus:
Build foundational academic skills
Activity:
Simple Note-Taking Practice, Organizing
My Things

Teacher Procedures:
1. Teach simplified note-taking: “Write only
important words or ideas; use bullet points or
drawings.”
2. Demonstrate: Turn a short story or explanation
into 3 simple notes.
3. Teach organization: arranging notebooks,
labeling portfolios, keeping things tidy.
4. Sample Script: “Good learners are organized.
When your things are organized, your mind is
organized too!”

Student Tasks:
- Practice taking notes from a short
paragraph.
- - Organize their own school supplies
and portfolio sections.
- Output: Sample notes inserted in
portfolio Materials: Notebooks,
markers, organizers

OPENING
BLOCKS
DAY 4
56

BASELINE ASSESSMENTS, ORGANIZATION & PREPARATION
Theme: “Knowing Where We Are, Growing From Here”
General Objectives
- Complete required baseline assessments: PHIL-IRI, Rapid Math
Assessment (RMA),
- Learning Interests Survey Organize portfolio with all collected
outputs
- Reflect on personal growth and set growth-tracking goals
- Understand how assessments will be used to support learning
- Prepare fully for formal instruction starting next session

Kumustahan & Assessment Orientation
Focus:
Reduce anxiety; explain purpose of
baseline tests
Activities:
Feeling Check, Why Do We Assess?

Teacher Procedures:
1. Greet and check emotions: “How do you feel about
assessments? Excited? Nervous? It’s okay to feel that
way!”
2. Sample Script: “Today we will do some activities to
see what you already know and what we need to
practice together. This is NOT a pass-or-fail test. There
are no wrong answers—just honest answers. These help
me teach you better and help you learn better. Do not
rush; do your best.”
3. Explain each assessment briefly: - PHIL-IRI: Checks
reading skills (word recognition, comprehension) - RMA:
Checks basic math skills and number sense - Learning

Baseline Assessment
1: PHIL-IRI (Reading Readiness)
Focus: Measure reading proficiency level (DepEd standard tool)
Activity: PHIL-IRI Group Screening Test + Individual assessment as needed
Teacher Procedures:
1. Distribute test booklets and answer sheets.
2. Read general instructions aloud twice.
3. Guide through each section: letter-sound, word reading, sentence reading,
story comprehension.
4. Move around to assist; note learners needing closer monitoring.
5. Remind: “Read carefully. You can mark or underline. Take your time.”
Student Tasks:
- Complete assessment quietly and independently.
- Raise hand if help is needed.

Baseline Assessment 2: Rapid Math Assessment (RMA)
Focus: Assess foundational numeracy skills
Activity: Rapid Math Assessment (basic operations, number sense, problem
solving basics)
Teacher Procedures:
1. Explain: “This checks what you remember about numbers, adding,
subtracting, multiplying, dividing, and solving simple problems. It helps us
know where to start our math lessons.”
2. Give clear, step-by-step instructions for each part.
3. Allow use of scratch paper.
Student Tasks:
- Solve items independently.
- Do not skip; try every item.

Baseline Assessment 3: Learning Interests Survey
Focus: Identify learner preferences to make lessons engaging
Activity: My Favorite Ways to Learn Survey
Teacher Procedures:
1. Present survey with pictures: e.g., listening to stories, drawing,
experiments, group work, reading, writing.
2. Sample Script: “I want to know what you love doing most in school. When
lessons match what you love, learning becomes fun and easy!”
3. Guide learners to mark top 3 interests.
Student Tasks:
- Color or check activities they enjoy.
- Write one thing they are curious to learn this year.

OPENING BLOCKS vbggjgjhhPPT DAY 1-4.pptx