Kindergarten School Cabacaraan Elementary School Teaching Dates October 3-7, 2022

Daily Lesson Log Teacher Angie Lea B. Serra Week No. 7

Content Focus Ako ay May Katawan at Kaya Kong Gawin ang Iba’t Ibang Quarter One
Bagay Gamit ang Aking Katawan
Most Essential 1. Tell the function of each body parts (PNEKBS-Id-2)
Learning 2. Demonstrate movements using different body parts (PNEKBS-Ic-3)
Competencies

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(October 3, 2022) (October 4, 2022) (October 5, 2022) (October 6, 2022) (October 7, 2022)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Ang bawat bahagi ng ating Ang mga nasa itaas na bahagi Ang mga nasa gitnang bahagi Ang mga nasa ibabang bahagi Tayo ay nakakagalaw gamit
katawan ay may mga ng ating katawan ay may mga ng ating katawan ay may mga ng ating katawan ay may mga ang ating katawan. Tulong-
tungkuling ginagampanan tungkuling ginagampanan. tungkuling ginagampanan. tungkuling ginagampanan. tulong na gumagana ang lahat
kaya dapat natin itong ingatan ng bahagi ng ating katawan
at alagaan. (The teacher will tell the (The teacher will tell the (The teacher will tell the upang tayo ay makagalaw.
functions of the upper part of functions of the middle part functions of the lower part of
the body.) of the body.) the body.) (The teacher will
demonstrate movements
using body parts. Let the
learners copy the
movements.)

Questions  Bakit kailangan nating  Ano ang mga tungkulin ng  Ano ang mga tungkulin ng  Ano ang mga tungkulin ng  Anong mga galaw ang
ingatan at alagaan ang nasa itaas na bahagi ng nasa gitnang bahagi ng nasa ibabang bahagi ng maaari nating magawa
bawat bahagi ng ating ating katawan? ating katawan? ating katawan? gamit ang iba’t ibang
katawan? bahagi ng ating katawan?

 Maari mo ba itong ipakita?

Competencies  Tell the function of each body parts (PNEKBS-Id-2)

 Demonstrate movements using different body parts (PNEKBS-Ic-3)
 Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Identifying Body Parts Fingerprinting Fun Matching Body Parts and Foot Collage Body Movements Puzzle
Activity (Worksheet) Functions (Worksheet)
 Identify one’s basic body  Trace, copy, and write  Tell the function of each  Trace, copy, and write  Naisasagawa ang mga
parts different strokes: body parts different strokes: sumusunod na kasanayan:
(PNEKBS-Id-1) scribbling (free hand), (PNEKBS-Id-2) scribbling (free hand), pagmomolde ng luwad
straight lines, slanting  Identify one’s basic body straight lines, slanting (clay), pagbuo ng puzzles
lines, combination of parts lines, combination of (KPKFM-00-1.5)
straight and slanting lines, (PNEKBS-Id-1) straight and slanting lines,  Demonstrate movements
curves, combination of curves, combination of using different body parts
straight and curved and straight and curved and (PNEKBS-Ic-3)
zigzag zigzag
Competencies
(LLKH-00-6) (LLKH-00-6)
 Naisasagawa ang mga  Naisasagawa ang mga
sumusunod na kasanayan: sumusunod na kasanayan:
pagpilas/ paggupit/ pagpilas/ paggupit/
pagdikit ng papel pagdikit ng papel
(KPKFM-00-1.3) (KPKFM-00-1.3),
pagbakat, pagkopya ng pagbakat, pagkopya ng
larawan, hugis, at titik larawan, hugis, at titik
(KPKFM-00-1.4) (KPKFM-00-1.4)
 Identify one’s basic body  Make figures using  Match body parts to their  Trace their feet  Complete body
Learning Checkpoints parts fingerprints function movements puzzle
 Picture Puzzle (Body Parts)
Independent  Shape Poster: Rectangle
Activities  Shape Hunt
 Shadow Match
 Identify one’s basic body parts (PNEKBS-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagtiklop ng papel (KPKFM-00-1.2), pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Competencies  Recognize simple shapes in the environment (MKSC-00-1)
 Identify two to three-dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar) (LLKVPD-Id-1)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
Learning Checkpoints  Complete the puzzle by putting the pieces together
 Identify two to three-dimensional shapes: rectangle
 Hunt and identify shapes inside the classroom
 Match pictures based on properties /attributes in one-to-one correspondence
  Identify body movements
Transition to Meeting The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the
Time 2 learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Let the learners present their Let the learners present their Let the learners present their Let the learners present their Let the learners present their
output. output. output. output. output.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their
Transition to Health hands.
Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area, throw their trash in
the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher
Transition to Story
proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about body parts and story about eyes, nose, story about hands. story about feet. story about different body
how to take good care of mouth and ears. movements?
them.  Define difficult words.  Define difficult words.
 Define difficult words.  Define difficult words.
 Define difficult words.  Motivation question: What  Motivation question: Can
 Motivation question: can you do with your you stamp your feet?  Motivation question: What
 Motivation question: What What can you do with hands? are the body parts that you
are the parts of your body? your eyes, mouth, nose  Motive question: What are remember in our
What can you do with your and ears?  Motive question: What do other things that your feet discussions?
body? you think the characters can do?
 Motive question: What will do with their hands?  Motive question: What are
 Motive question: What can will the characters do the different movements
the characters do with their with their eyes, mouth, that your body can do?
bodies? nose and ears?
During Reading Ask comprehension questions.
Post Reading  What are the body parts  What did the characters do  What did the characters do  What did the characters  What are the body parts
mentioned in the story? with their eyes, mouth, with their hands? do with their feet? mentioned in the story?
nose and ears?
 What did the characters do  What would have  How did the character  How do these parts work
 with their bodies? (Show a  What would happen if the happened if the characters take good care of his feet? together?
picture of an incomplete characters did not have did not have hands?
body) any of those body parts?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Counting body parts Measuring Hands Writing Number 3 Jump and Count Sequencing Body
Teacher-Supervised
(KTG, p. 87) Movements
Activity
 Identify one’s basic body  Use nonstandard  Read and write numerals  Count objects with one-  Identify one’s basic body
parts measuring tools e.g. 0 to 10 to-one correspondence parts
(PNEKBS-Id-1) length – feet, hand, piece MKC-00-3) up to quantities of 3 (PNEKBS-Id-1)
 Count objects with one-to- of string; capacity –  Recognize and identify (MKC-00-7)
one correspondence up to mug/glass; mass – stone, numerals 0 to 10  Read and write numerals
quantities of 10 table blocks (MKC-00-2) 0 to 10 (3)
Competencies (MKC-00-7) (MKME-00-1) (MKC-00-3)
 Naisasagawa ang mga
sumusunod na
kasanayan: pagbakat,
pagkopya ng larawan,
hugis, at titik
(KPKFM-00-1.4)
 Count body parts with  Use nonstandard  Write number 3  Count numbers by  Sequence body
Learning Checkpoints one-to-one measuring tools jumping movements
correspondence
 Number Book (Quantities of 3)
Independent  Counting Fingers (addition)
Activities  Hand Game (addition)
 Body Cover All
 Count objects with one-to-one correspondence up to quantities of 3 (MKC-00-7)
 Read and write numerals 0 to 10 (3) (MKC-00-3)
 Recognize the words “put together,” “add to,” and “in all” that indicates the act of adding whole numbers (MKAT-00-26)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
Competencies
 Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
 Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
  Count objects with one-to-one correspondence up to quantities of 3
 Read and write numerals 0 to 3
Learning Checkpoints
 Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 3 using concrete objects
 Match object, pictures based on properties /attributes in one-to-one correspondence
Transition to Indoor/ The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes,
Light Physical the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown may
Activity be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Nose, Nose Unstructured Free Play Ankle Walk Unstructured Free Play Partners
Activities
(KTG, p. 91) (KTG, p. 91) (KTG, p. 91)
 Identify one’s basic body  Naisasagawa ang mga  Nagagamit ang mga kilos  Naisasagawa ang mga  Naipakikita ang
parts sumusunod na kilos lokomotor sa pag- sumusunod na kilos pagpapahalaga sa
(PNEKBS-Id-1) lokomotor sa pagtugon sa eehersisyo lokomotor sa pagtugon sa maayos na pakikipaglaro:
ritmong mabagal at (KPKGM-Ie-2) ritmong mabagal at pagiging mahinahon,
mabilis (paglakad,  Demonstrate movements mabilis (paglakad, pagsang-ayon sa pasiya
pagtakbo, pagkandirit, using different body pagtakbo, pagkandirit, ng nakararami/reperi,
paglundag/pagtalon, parts. (PNEKBS-Ic-3) paglundag/pagtalon, pagtanggap ng pagkatalo
paglukso) paglukso) nang maluwag sa
(KPKGM-Ie-2) (KPKGM-Ie-2) kalooban, pagtanggap ng
 Nagagamit ang mga kilos  Nagagamit ang mga kilos pagkapanalo nang may
lokomotor at di-lokomotor lokomotor at di-lokomotor kababaang loob
sa paglalaro, pag- sa paglalaro, pag- (KAKPS-00-19)
Competencies
eehersiyo, pagsasayaw eehersiyo, pagsasayaw  Nakasasali sa mga laro, o
(KPKGM-Ig-3) (KPKGM-Ig-3) anumang pisikal na
gawain at iba’t ibang
paraan ng pag-eehersisyo
(KPKPF-00-1)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro,
pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)

 Point to body parts

Learning Checkpoints  Demonstrate movements using different body parts
 Play cooperatively with a partner
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
 Activities  Learners identify their  Learners tell the  Learners tell the  Learners tell the  Learners describe how body
body parts and tell ways functions of the upper functions of the middle functions of the lower moves.
on how to take good care part of the body. part of the body. part of the body.
of it.
Wrap-Up Questions/  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so that
when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities

for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by: Checked:

ANGIE LEA B. SERRA DECIERE P. SEMILLA

Teacher Head Teacher III