Kindergarten School Librada Avelino Elementary School Teaching Dates November 28 – December 2,

Daily Lesson Log 2022

Teacher Ranelia C. Salditos Week No. 4
Content Focus Pinahahalagahan Namin ang Isa’t Isa sa Aming Pamilya Quarter Second
Most Essential  Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa pamamagitan ng:
Learning 4.1 pagsunod nang maayos sa mga utos/kahilingan
Competencies 4.2 pagmamano/paghalik
4.3 paggamit ng magagalang na pagbati/pananalita
4.4 pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama)
4.5 pagsasabi ng “Hindi ko po sinasadya “, “Salamat po”, “Walang anuman”, kung kinakailangan
4.6 pakikinig sa mungkahi ng mga magulang at iba pang kaanak
4.7 pagpapakita ang interes sa iniisip at ginagawa ng mga nakatatanda at iba pang miyembro ng pamilya (KMKPPam-00-
5)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(November 28, 2022) (November 29, 2022) (November 30, 2022) (December 1, 2022) (December 2, 2022)
Arrival Time
(8:00am-8:10am)
UN Parade National Anthem National Holiday National Anthem National Anthem
National Anthem Opening Prayer Bonifacio Day Opening Prayer Opening Prayer
Opening Prayer Exercise Exercise Exercise
Routine
Exercise Kumustahan Kumustahan Kumustahan
Activities
Kumustahan Attendance Attendance Attendance
Attendance Balitaan Balitaan Balitaan
Balitaan
Meeting Time 1
(8:10am-8:20am)
Messages Maraming kawili-wiling Ang pagmamahal mo sa Ang pagsasabi ng mga Ang letrang Ss ay kabilang
ugali ang bawat batang iyong mga magulang ay salitang “Salamat po”, sa ating alpabeto. Ang mga
katulad mo, tulad ng maaring mong maipadama sa “Walang anuman”, at “Hindi salitang saging, sabon,
pagmamano at paghalik. kanila sa pamamagitan ng ko po sinasadya” ay tanda ng salamin at sinturon ay ilan
Kaya marapat lang na ito’y pagsasabi ng mga salitang “I pagpapakumbaba at lamang sa mga salitang
panatilihin sa ating kultura. love you, Papa/Mama.” pagbibigay galang sa ibang nagsisimula sa letrang Ss.
tao.

Questions  Bakit tayo nagmamano sa
nakatatanda sa atin?
 Ano ang mga kawili-wiling
pag-uugali na dapat
 Paano maipapakita at  Ano ang sinasabi natin
maipadarama ang kapag gusto nating
pagmamahalan sa ating magpasalamat sa isang
mga magulang? tao? Kapag gusto nating
humingi ng paumanhin?
 Anong mga salita ang
nagsisimula sa letrang
Ss?
 Ano ang tunog ng letrang
 taglayin ng batang katulad Ss?
mo?
(Isulat sa pisara ang
sagot ng mga bata at
talakayin ito pagkatapos.)
Competencies  Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa pamamagitan ng:
4.1 pagsunod nang maayos sa mga utos/kahilingan
4.2 pagmamano/paghalik
4.3 paggamit ng magagalang na pagbati/pananalita
4.4 pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama)
4.5 pagsasabi ng “Hindi ko po sinasadya “, “Salamat po”, “Walang anuman”, kung kinakailangan
4.6 pakikinig sa mungkahi ng mga magulang at iba pang kaanak
4.7 pagpapakita ang interes sa iniisip at ginagawa ng mga nakatatanda at iba pang miyembro ng pamilya (KMKPPam-00-5)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-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
(8:20am-9:05am)
Teacher-Supervised Picture Puzzles “I love you, Mama!” and “I Thank you card for parent Letter Ss Mosaic
Activity love you, Papa” Card
Introduce letter Ss
Competencies  Naipakikita ang  Nakaguguhit/  Nakaguguhit/  Pagpilas/paggupit/
pagmamahal sa mga Nakapagpipinta at Nakapagpipinta at pagdikit ng papel
kasapi ng pamilya at sa nakapagkukulay ng iba’t- nakapagkukulay ng iba’t- (KPKFM -00-1.3)
nakatatanda sa ibang bagay o gawain ibang bagay o gawain  Give the sound of each
pamamagitan ng: (SKMP-00-2) (SKMP-00-2) letter (mother tongue,
4.2 pagmamano/paghalik  Nakakalikha ng iba’t-  Nakakalikha ng iba’t- orthography)
(KPKPPam-00-5) ibang bagay sa ibang bagay sa (LLKAK-Ih-7)
 Naisasagawa ang mga pamamagitan ng malayang pamamagitan ng malayang  Identify the letters of the
sumusunod na pagguhit pagguhit alphabet (mother tongue
kasanayan (SKMP-00-1) (SKMP-00-1) orthography)
2.5 pagmomolde ng  Naipakikita ang  Naipakikita ang (LLKAK-Ih-3)
luwad (clay), pagbuo ng pagmamahal sa mga pagmamahal sa mga  Give the sound of each
puzzles kasapi ng pamilya at sa kasapi ng pamilya at sa letter (mother tongue,
(KPKFM-00-1.5) nakatatanda nakatatanda orthography)
 Identify the letters of the (KMKPPam-00-5) (KMKPPam-00-5) (LLKAK-Ih-7)
alphabet (mother tongue
orthography)
(LLKAK-Ih-3)
 Give the sound of each
letter (mother tongue,
orthography)
 (LLKAK-Ih-7)
 Complete the picture  Make a “I love you” card  Make a “Thank you” card  Identify the name and
Learning Checkpoints puzzles that shows good for parents for parents sound of letter Ss
values
 Poster if words that begin with Ss
 Spot the Letter Ss
Independent Activities
 Uppercase-Lowercase Letter Match
 Letter Ss Hunt
 Trace, copy, and write the letters of the alphabet (LLKH-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Trace, copy, and write different strokes (LLKH-00-6)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
Competencies
 Nakagagawa nang nag-iisa (KAKPS-00-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Name objects that begin with a particular letter of the alphabet (LLKV-00-5)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Write the lowercase for each uppercase letter or vice versa (LLKH-00-4)
 Identify and give the sound of the letter Ss
Learning Checkpoints  Represent the letter Ss in creative ways
 Match the uppercase and lowercase letters
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
Time 2 the 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
(9:05am-9:15am)
Questions/Activity Let the learners present their Let the learners present their Let the learners present their Let the learners present their
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
(9:15am-9:25am)
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
Transition to Story
teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:25am-9:55am)
Story
Pre-reading Activity  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
 culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about showing love story about the love of story about being thankful. story about family
for parents. parents to their children. members caring for one
 Define difficult words. another.
 Define difficult words.  Define difficult words.
 Motivation question: Do  Motivation question:  Motivation question: What  Define difficult words.
you kiss your parents on How often you say “I will you say if someone  Motivation question: How
their cheek? love you” to your help you? do the members of your
parents? family care for one
 Motive question: How will  Motive question: How was another?
the character in the story  Motive question: What sharing shown in the
shows love for her mother? does the child feel about story?  Motive question: How do
her parents? the family members in the
story care for one
another?
During Reading Ask comprehension questions.
Post Reading  What did the character do  What does the child’s  What did the family  How do the family
to show her love for her surprise for his parents? members share with one members in the story care
mother? another? for one another?
 Do you know how to make
 What did you learn from an “I love you” card just  How do you feel when  Do you and your family
the story? like the character did on your family members members care for one
the story share with one another? another the same way as
the family in the story
does?
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
(9:55am-10:40am)
Number Hunt Who’s Inside the House? Comparing Quantities to 0- Draw 10
Teacher-Supervised
10
Activity
Competencies  Recognize and identify  Count objects with one-  Count objects with one-  Name objects that begin
numerals 0 to 10 to-one correspondence up to-one correspondence up with a particular letter of
(MKC-00-2) to quantities of 10 to quantities of 10 the alphabet
 Count objects with one- (MKC-00-7) (MKC-00-7) (LLKV-00-5)
to-one correspondence up  Compare two groups of  Trace, copy, and draw
to quantities of 10 objects to decide which is familiar figures
(MKC-00-7) more or less, or if they (LLKH-00-2)
 Read and write numerals are equal -Identify sets  Count objects with one-to-
0 to 10 with one more or one less one correspondence up to
 (MKC-00-3) element quantities of 10
 Compare two groups of (MKC-00-8) (MKC-00-7)
objects to decide which is  Nakapaghihintay ng  Trace, copy, and write the
more or less, or if they kanyang pagkakataon letters of the alphabet
are equal -Identify sets (KAKPS-00-12) (LLKH-00-3)
with one more or one less
element
(MKC-00-8)
 Recognize the numeral  Count objects with one-  Understand the concept  Draw ten objects seen in
10 and count how many to-one correspondence of 0-10 by comparing the different areas in the
Learning Checkpoints
there are up to quantities of 10 quantities of objects house that begin with
(more or less) letter Ss
 Writing Numerals (10)
 Number 10 Mosaic
Independent Activities
 Find 10
 It’s A Match
 Read and write numerals 0 to 10 (MKC-00-3)
 Pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
Competencies  Recognize and identify numerals 0 to 10 (MKC-00-2)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Match numerals to sets of concrete objects from 0-5
 Recognize and identify numerals from 0-5
Learning Checkpoints
 Read and write numerals 0-5
 Represent the numeral 5 creatively
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
Light Physical minutes, 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
Activity countdown may be used.
Indoor Activity/ Light Physical Activity
(10:40am-10:55am)
Bagyo! Bagyo! Sisilong Ako Larong Piko Build a House Relay Thumbs Up, Thumbs Down
Activities
(KTG, p. 191) (KTG, p. 191) (KTG, p. 192) (KTG, p. 192)
Competencies  Nakasasali sa mga laro, o  Nagagamit ang mga kilos • Naipapakita ang • Nakikilala ang
anumang pisikal na lokomotor at di- pagpapahalaga sa kahalagahan ng mga
gawain at iba’t ibang lokomotor sa paglalaro, maayos na pakikipaglaro: tuntunin: pag-iwas sa
paraan ng pageehersisyo pag eehersisyo, pagiging mahinahon, paglalagay ng maliit na
(KPKPF-00-1) pagsasayaw (KPKGM- pagsang –ayon sa pasiya bagay sa bibig, ilong, at
 Nagagamit ang mga kilos Ig-3) ng nakararami/reperi, tainga, hindi paglalaro ng
lokomotor at di-lokomotor  Naipakikita ang pagtanggap ng pagkatalo posporo, maingat na
sa paglalaro, panimbang sa nang maluwag sa paggamit ng
 pageehersisyo, pagsasagawa ng ibat- kalooban, pagtanggap ng matutulis/matatalim na
pagsasayaw ibang kilos ng katawan, pagkapanalo nang may bagay tulad ng kutsilyo,
(KPKGM-Ig-3) gaya ng paglukso- kababaang loob tinidor, gunting, maingat
 Naipapakita ang luksong pahalinhinan ang (KAKPS-00-19) na pag-akyat at pagbaba
pagpapahalaga sa mga paa (skipping),  Nagagamit ang mga sa hagdanan
maayos na pakikipaglaro: pagtulay nang di kilos lokomotor at di- (KPKPKK-Ih-3)
pagiging mahinahon, natutumba sa tuwid na lokomotor sa paglalaro,  Expresses thoughts,
pagsang –ayon sa pasiya guhit, pag-akyat at pag eehersisyo, feelings, fears, ideas,
ng nakararami/reperi, pagbaba sa hagdanan pagsasayaw (KPKGM- wishes, and dreams
pagtanggap ng pagkatalo (KPKGM-00-4) Ig-3) (LLKOL-Ig-9)
nang maluwag sa  Identify the 1st, 2nd, 3rd,  Pagbuo ng puzzles  Talk about the details of
kalooban, pagtanggap ng up to 10th object in a (KPKFM-00-1.5) an object/picture
pagkapanalo nang may given set (LKOL-Id-4)
kababaang loob (MKC-00-11)
(KAKPS-00-19)  Nakapaghihintay ng
kanyang pagkakataon
(KAKPS-00-12)
 Participate in the game by following the rules
 Play the game with physical coordination and wait for their turn to play
Learning Checkpoints
 Build a house as a team
 Identify the pictures that show safe and unsafe practices at home by doing the thumbs up and thumbs down sign
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
(10:55am-11:00am
Activities  The learners talk about  The learners talk about  The learners talk about  The learners talk about
good values. ways on how to show how to respond if the name and sound of
love for parents. someone helps them. letter Ss.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners can tell the learners can share learners were able to learners were able to say
importance of having experiences of telling "I know what to say in the name and sound of
good values. love you” to their parents different situations. letter Ss.
or guardian.
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:

RANELIA C. SALDITOS DANCEL A. UDQUIM

Teacher Principal I