Kindergarten School Juan L.

Bautista Elementary School Teaching Dates September 5-9, 2022

Daily Lesson Log Teacher Jennifer B. Gumarang Week No. 3
Content Focus Natututo Ako Kasama ang Ibang Tao Quarter One
Most Essential 1. Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
Learning 2. Trace, copy, and write different strokes: scribbling (freehand), straight lines, slanting lines, combination of straight and
Competencies slanting lines, curves, combination of straight and curved and zigzag (LLKH-00-6)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (September 5, 2022) (September 6, 2022) (September 7, 2022) (September 8, 2022) (September 9, 2022)
Arrival Time
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
Messages Maraming gawain ang kaya Kaya kong bumuo, Kaya kong sumulat, gumuhit Maaari tayong makabuo ng May mga anyo o larawan na
kong gawin at matutunan sa magbilang at pagsamahin ang at lumikha ng iba’t ibang panibagong anyo o larawan maaari nating mabuo sa
paaralan. magkakatulad gamit ang iba’t bagay kasama ang aking mga sa pamamagitan ng pamamagitan nang
ibang uri ng blocks. kaklase gamit ang lapis, pagsasama ng dalawang linya pagsasama-sama ng mga
krayola at watercolor. katulad ng tuwid at pahilis na guhit tulad ng linyang
(Introduce ways how to use linya. patayo, pakurba at zigzag.
and play with blocks.) (Discuss the precautions in
using pencil and other
pointed materials.)

Questions  Ano ano ang mga gawin na
kaya mong gawin?
 Alin sa mga gawaing ito ang
iyong paborito?
 Ano ano ang mga maaari  Ano ano mga maaari  Anong mga larawan ang  Anong mga larawan ang
nating gawin gamit ang nating gawin gamit ang maaari nating mabuo maaari nating mabuo
mga blocks? lapis, krayola at gamit ang tuwid at pahilis gamit ang tuwid, pakurba
watercolor? na linya? at zigzag na linya?

Competencies  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Trace, copy, and write different strokes: scribbling (freehand), straight lines, slanting lines, combination of straight and slanting lines, curves, combination
of straight and curved and zigzag (LLKH-00-6)
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
Teacher-Supervised Poster: I Can Building, Counting, Sorting Art Attack Tracing Lines (Worksheet) Think, Pair and Share
 Activity (KTG, p. 38)
 Naipakikita ang tiwala sa
sarili na tugunan ang
sariling pangangailangan
nang mag-isa. Hal.
maghugas ng kamay,
kumain, magbihis, magligpit,
tapusin ang gawaing
nasimulan (SEKPSE-Ie-5)
 Nakagagawa nang nag-iisa
(KAKPS-00-3)
 Naisasagawa ang simpleng
gawain nang maluwag sa
kalooban Nakapagsesipilyo)
(KAKPS-00-4)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
Competencies
malayang pagguhit
(SKMP-00-1)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name tag”,
kasapi ng mag-anak , gawain
ng bawat kasapi ng mag-
anak, mga alagang hayop,
mga halaman sa paligid)
(SKMP-00-2)
 Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-
00-1)
 Identify the activities they
Learning Checkpoints can do by themselves
 Sorting: Red/Yellow Objects (KTG, p. 41)
Independent  Memory Game (Things I Can Do in School) (KTG, p. 41)
Activities  Finger Painting. (KTG, p. 42)
 Mini book: I Can Do Many Things in School (KTG, p. 41)
Blocks (KTG, p. 39) (KTG, p. 40)
(KTG, p. 38-39)
 Nakikipaglaro sa dalawa  Nakikilala ang sarili  Trace, copy, and write  Nagkakaroon ng
o tatlong bata gamit ang (SEKPSE-00-1) different strokes: kamalayan sa damdamin
isang laruan  gusto/di-gusto scribbling (free hand), ng iba
(SEKPKN-Ig-2) (SEKPSE-IIc-1.4) straight lines, slanting (SEKEI-00-2)
 Naisasagawa ang mga  Nakapagkukuwento ng lines, combination of  Nakapagbubuo ng
sumusunod na kasanayan: mga ginagawa sa straight and slanting lines, pagkakaibigan
paglikha ng mga modelo paaralan (KMKPAra-00- curves, combination of (KMKPAra-00-5)
pangkaraniwang bagay sa 3) straight and curved and  Nakalilikha ng iba’t ibang
paligid  Nakalilikha ng iba’t ibang zigzag bagay sa pamamagitan ng
(KPKFM-00-1.6) bagay sa pamamagitan ng (LLKH-00-6) malayang pagguhit
 Group objects that are malayang pagguhit  Naisasagawa ang mga (SKMP-00-1)
alike (SKMP-00-1) sumusunod na kasanayan  Nakaguguhit,
(MKSC-00-5)  Nakaguguhit, 2.4 pagbabakat, pagkopya nakapagpipinta at
 Sort and classify objects nakapagpipinta at ng larawan, hugis at titik nakapagkukulay ng iba’t
according to one nakapagkukulay ng iba’t (KPKFM-00-1.4) ibang bagay o gawain
attribute/property (shape, ibang bagay o gawain (dekorasyon sa “name
tag”, kasapi ng mag-anak
color, size, function/use) (dekorasyon sa “name
(MKSC-00-6) tag”, kasapi ng mag- , gawain ng bawat kasapi
 Count objects with one- anak , gawain ng bawat ng mag-anak, mga
to-one correspondence up kasapi ng mag-anak, mga alagang hayop, mga
to quantities of 10 alagang hayop, mga halaman sa paligid)
(MKC-00-7) halaman sa paligid) (SKMP-00-2)
 Demonstrate an (SKMP-00-2)  Express simple ideas
understanding that  Express simple ideas through symbols (e.g.,
objects are made from through symbols (e.g., drawings, invented
one or more materials like drawings, invented spelling)
metal, plastic, wood, spelling) (LLKC-00-1)
paper (PNEKPP-00-2) (LLKC-00-1)
 Use objects and materials
safely
(PNEKPP-00-6)
 Build, count, and sort  Express simple ideas  Trace, copy and write  Work with a classmate
using blocks through drawings different strokes
  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 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)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
Competencies  Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat
kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Sort and classify according to color
 Cut and paste properly
Learning Checkpoints
 Match the same pictures
 Draw/paint freely
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
Questions/Activity Let learners enumerate the Pass around a piece of Let the learners present their Song: Follow Me Song: The More We Get
things they can do by block and let the learners output. (KTG, p. 48) Together
themselves. imagine/ pretend that the (KTG, p. 48)
block is another object
(example: phone, iron etc.)
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
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
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
culturally appropriate story culturally appropriate culturally appropriate culturally appropriate culturally appropriate
about the things we can story about the things we story about the things we story about things in the story about the things we
do in school. can do with blocks. can do with art materials. environment with different can do in school with our
lines. classmates.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation question: What  Motivation question:  Motivation question: What  Motivation question: What  Define difficult words.
are the things you can do in What can you do with can you create using art are the different lines that Motivation question:
school? blocks? materials? you can see in your What are the new things
surroundings? you learned?
  Motive question: What do
you think are the things one
does in school in the story?
During Reading Ask comprehension questions.
Post Reading  What are the things that you
can do in school? Draw
your plans.
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks within the allotted time.
Work Period 2
Graphing Activities
Teacher-Supervised
(KTG, p. 42)
Activity
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Create simple pictographs
(MKAP-00-2)
 Discuss simple pictographs
(MKAP-00-3)
Competencies
 Create and discuss simple
pictographs
Learning Checkpoints
Independent  Block Play (KTG, p. 44)
Activities  Construction Toys (KTG, p. 44-45)
 Motive question: What do
you think are the
structures made with
blocks in the story?
 What did the characters
make with the blocks?
 What can you do with the
blocks? Demonstrate
1,2,3 Blocks
(KTG, p. 42)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Arrange objects one after
another in a
series/sequence according
to a given attribute (size,
length) and describe their
relationship
(big/bigger/biggest or
long/ longer/longest)
(MKSC-00-10)
 Compare objects based
on their size, length,
weight/mass
(MKME-00-2)
 Arrange objects one after
another in a series/
sequence according to a
given attribute
 Motive question: What do
you think are the things
used in the story to create
art?
 What can you do with the
different art materials?
 If art materials are not
available, what other
things can you use?
Give Me
(KTG, p. 43)
 Listen discriminately and
respond appropriately, i.e.,
speak loudly/softly when
asked, asked to adjust
volume of television/radio
(LLKAPD-Id-6)
 Listen discriminately and
respond appropriately
 Motive question: What do  Motive question: What do
you think are the different you think will the
lines that we could see in characters learn in the
the story? story?
 What are things in the  Who is the main
story that has a straight character of the story?
line? Slanting lines?
Curved Line?  What did he/she learn?
Ilang Hakbang? Play and Work Together
(KTG, p. 43-44) (KTG, p. 44)
 Use nonstandard  Count objects with one-
measuring tools e.g. length to-one correspondence up
– feet, hand, piece of to quantities of 10
string, capacity – (MKC-00-7)
mug/glass, mass – stone,  Listen discriminately and
table blocks respond appropriately,
(MKME-00-1) i.e., speak loudly/softly
when asked, asked to
adjust volume of
television/radio
(LLKAPD-Id-6)
 Use their feet to measure  Listen discriminately
the distance and respond
appropriately
  Number Coverall (KTG, p. 45)
 Playdough Numerals (1,2,3) (KTG, p. 45-46)
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
Competencies  Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Recognize and identify numerals 0 to 10 (MKC-00-2)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Use the blocks to build structures or models
 Use the construction toys to build structures or models
Learning Checkpoints  Match numerals
 Form numerals 1-3 using playdough
 Understand the number concept of 1-3
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
Activity may be used.
Indoor Activity/ Light Physical Activity
Move That Body Unstructured Free Play Dance Unstructured Free Play Body and Ball
Activities
(KTG, p. 46) (KTG, p. 46-47) (KTG, p. 47)
Competencies  Nakagagalaw (martsa,  Naisasagawa ang mga  Nakagagalaw (martsa,  Naisasagawa ang mga  Nakakasasali sa mga
palakpak, tapik, padyak, sumusunod na kilos palakpak, tapik, padyak, sumusunod na kilos laro, o anumang pisikal
lakad, lundag at iba pa) lokomotor sa pagtugon sa lakad, lundag at iba pa) lokomotor sa pagtugon sa na gawain at iba’t ibang
nang angkop sa ritmo at ritmong mabagal at nang angkop sa ritmo at ritmong mabagal at paraan ng pag-
indayog bilang tugon sa mabilis (paglakad, indayog bilang tugon sa mabilis (paglakad, eehersisyo (KPKPF-00-
himig na pagtakbo, pagkandirit, himig na pagtakbo, pagkandirit, 1)
napapakinggan/awit na paglundag/pagtalon, napapakinggan/awit na paglundag/pagtalon,  Nakikipaglaro sa dalawa
kinakanta paglukso) kinakanta paglukso) o tatlong bata gamit ang
(KPKPF-Ia-2) (KPKGM-Ie-2) (KPKPF-Ia-2) (KPKGM-Ie-2) isang laruan
 Naisasagawa ang  Nagagamit ang mga kilos  Naisasagawa ang  Nagagamit ang mga kilos (SEKPKN-Ig-2)
paggalaw/pagkilos ng lokomotor at di-lokomotor paggalaw/pagkilos ng lokomotor at di-lokomotor  Nagagamit ang mga
iba’tibang bahagi ng sa paglalaro, pag- iba’tibang bahagi ng sa paglalaro, pag- kilos lokomotor at di-
katawan sa saliw ng awitin eehersiyo, pagsasayaw katawan sa saliw ng awitin eehersiyo, pagsasayaw lokomotor sa paglalaro,
nang may kasiyahan (KPKGM-Ig-3) nang may kasiyahan (KPKGM-Ig-3) pag-eehersisyo,
(KPKGM-Ia-1) (KPKGM-Ia-1) pagsasayaw
 Nagagamit ang mga kilos  Nagagamit ang mga kilos (KPKGM-Ig-3)
lokomotor at di-lokomotor lokomotor at di-lokomotor  Demonstrate movements
sa paglalaro, pag- sa paglalaro, pag- using different body
eehersisyo, pagsasayaw eehersisyo, pagsasayaw parts (PNEKBS-Ic-3)
(KPKGM-Ig-3) (KPKGM-Ig-3)
 Naipakikita ang kawilihan  Naipakikita ang kawilihan
 nang may sariling nang may sariling
interpretasyon sa interpretasyon sa
himig/tugtuging himig/tugtuging
napapakinggan napapakinggan
(SKMP-00-10) (SKMP-00-10)
 Demonstrate movements
using different body parts
(PNEKBS-Ic-3)
 Move according to the rhythm of the song
Learning Checkpoints  Demonstrate movements using different body parts
 Play with others using one toy
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
 Learners identify the things  Learners share how they  Learners share how they  Learners recall the  Learners recall the
they can do in school. used the blocks in used the pencils, crayons, different kinds of lines different kinds of lines
different ways. and paint in different and things and figures and things and figures
Activities ways. that can be formed when that can be formed when
combining straight and combining straight,
slanting lines zigzag, and curved
lines.
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 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:

JENNIFER B. GUMARANG MARICEL G. CANDIDO

Teacher I Principal I