Kindergarten School Cabangaran Elementary School Teaching Dates January 9-13, 2023

Daily Lesson Log Teacher Marielle S. Sanchez Week No. 8

Content Focus Gusto at Hindi Gusto Quarter Second
Most Essential  Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
Learning  Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words
Competencies (LLKOL-00-5)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME
(January 9, 2023) (January 10, 2023) (January 11, 2023) (January 12, 2023) (January 13, 2023)
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 Mayroon tayong mga gusto Mayroon tayong mga gusto Mayroon tayong mga gusto May mga kaibigan kang gusto May mga lugar na gusto at
at di gustong pagkain. at di gustong alagang hayop. at di gustong laro. Mahalaga at hindi gusto. May mga hindi gustong puntahan tulad
Ugaliing kumain ng mga Pahalagahang mabuti ang ang pagpapakita ng laruan kang pinakagusto at ng palengke, paaralan,
masustansiyang pagkain mga alagang hayop dahil positibong pag-uugali sa hindi gusto. Magkakaiba man simbahan at palaruan.
upang lumakas ang iyong malaki ang kanilang harap ng hindi inaasahang ng gusto at hindi gusto Maaring ito ay
katawan at resistensiya. naitutulong. pangyayari tulad ng tandaan mo na kapag ikaw ay pinakagustong puntahan, ang
pagkatalo sa laro. nakikipaglaro, Kailangan iba naman ay hindi gusto.
mong maging mabait at Magkakaiba man ng gustong
huwag makikipagtalo sa lugar, laging isaisip na
iyong mga kaibigan. kailangang mag-ingat at
panatilihing malinis ang
lugar na iyong pupuntahan.

Questions  Ano ang iyong mga  Ano ang iyong paboritong  Ano ang iyong paboritong  Ano ang pakiramdan ng  Anong lugar sa
paboritong gusto? alagang hayop? laro? pagkakaroon ng kaibigan? komunidad ang paborito
mong puntahan?
 Anong mga pagkain ang di  Anong mga hayop sa  Mayroon ka bang di  Ano ang iyong paboritong
mo gusto? paligid ang kinakatakutan gustong laro? laruan? Di gustong laruan?  Ano ang ating mga dapat
mo? tandaan sa tuwing tayo
 Ano ang maidudulot ng  Paano maipapakita ang  Paano natin maipapakita ay bumibisita sa isang
masusustansiyang pagkain  Paano natin positibong pag-uugali sa ang mabuting pakikitungo lugar?
sa ating katawan? mapapangalagaan ang mga hindi inaasahang sa ating mga kaibigan?
 mga hayop sa ating pangyayari sa iba’t ibang
paligid? laro?

Competencies  Talk about likes/dislikes (foods, pets, toys, games, friends, places) (LLKOL-Ic-15)
 Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words (LLKOL-00-5)
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 My Favorite Food Booklet Class Favorite Animals Shadow Match: Games Coloring: I Love My Friends Playdough: My Favorite
Activity Survey Community Places
Introduce Letter Gg Introduce Letter Uu
 Talk about likes/dislikes  Talk about likes/dislikes  Talk about likes/dislikes  Talk about likes/dislikes  Talk about likes/dislikes
(foods, pets, toys, games, (foods, pets, toys, games, (foods, pets, toys, games, (foods, pets, toys, games, (foods, pets, toys, games,
friends, places) friends, places) friends, places) friends, places) friends, places)
(LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15)
 Talk about family  Talk about family  Talk about family  Talk about family  Talk about family
members, pets, toys, foods, members, pets, toys, members, pets, toys, foods, members, pets, toys, foods, members, pets, toys,
or members of the foods, or members of the or members of the or members of the foods, or members of the
community using various community using various community using various community using various community using various
appropriate descriptive appropriate descriptive appropriate descriptive appropriate descriptive appropriate descriptive
Competencies words words words words words
(LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5)
 Talk about the details of  Name common animals  Nasasabi, nakikilala at  Talk about the details of
an object/picture like toys, (PNEKA-Ie-1) naipakikita ang an object/picture like
pets, foods, places  Collect data on one kahalagahan ng toys, pets, foods, places
(LLKOL-Id-4) variable (e.g., sex/boys or pakikibahagi (LLKOL-Id-4)
girls) through observation (pagbabahagi ng pagkain,
and asking questions laruan, gamit) (KAKPS-
(MKAP-00-1) 00-16)

 Draw their favorite foods  Make a simple graph  Match picture-to-picture  Talk about their  Make a miniature of their
about their favorite correspondence experiences about having favorite places using
Learning Checkpoints
animals a friend and sharing toys playdough
with them
 My Letter Gg, Uu Booklet
 Letter Gg, Uu Mosaic
Independent Activities
 Letter Gg, Uu Collage
 Letter Gg, Uu Words Poster
Competencies  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)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Pagpilas/paggupit/pagdikit ng papel (KPKFM -00-1.3)
 Identify the letters of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
 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)
 Identify and give the sound of the letters Gg and Uu
Learning Checkpoints  Represent the letters Gg and Uu in creative ways
 Identify words that start with letter Gg and Uu
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 Song: Bahay Kubo Let the learners talk about Let the learners share their Song: The More We Get Let the learners present their
their favorite pet. experiences on sharing toys Together work.
Let the learners share the with their friends.
importance of eating healthy
foods.
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  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about children’s story about children’s story about children’s story about friendship. story about children’s
favorite food. favorite pet. favorite game. favorite place.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: Do
 Motivation question: What  Motivation question: What  Motivation question: Do you have friends? Can you  Motivation question: If
 is your favorite food?
 Motive question: Why do
we need to eat healthy
food?
During Reading Ask comprehension questions.
Post Reading  What is the favorite food
of the character in the
story?
 What happened to him
when he keeps on eating
unhealthy food?
 What did the character
learn from his friends?
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
(9:25am-10:05am)
Adding numbers using
Teacher-Supervised
concrete figures up to
Activity
quantities of 10 (Foods)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Recognize the words “put
together,” “add to,” and
Competencies “in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Write addition number
sentences using concrete
representations
(MKAT-00-10)
Learning Checkpoints  Add numbers using
is the name of your
favorite pet?
 Motive question: Where do
the animals live in the
story?
 What is the name of the
character’s pet in the
story?
 How did the character
show love and care for
his pet?
Adding numbers using
concrete figures up to
quantities of 10 (Animals)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Write addition number
sentences using concrete
representations
(MKAT-00-10)
 Add numbers using
you play games? What is
your favorite outdoor
game?
 Motive question: How do
playing games makes us fit
and healthy?
 What is the character’s
favorite game?
 Why doesn’t he want to
play with his friends?
 What did his friends do to
get him play with them?
Adding numbers using
concrete figures up to
quantities of 10 (Games)
 Combine elements of two
sets using concrete objects
to represent the concept of
addition
(MKAT-00-3)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Write addition number
sentences using concrete
representations
(MKAT-00-10)
 Add numbers using
name them? you have given a chance
to visit a place, what it
 Motive question: How does would be?
it feel to have a friend?
 Motive question: How
does it feel to be on your
favorite place?
 Who are the characters in  What is the character’s
the story? favorite place?
 What are their favorite  Why does he want to visit
games during past time? the place more often?
Adding numbers using Walk the Number Line
concrete figures up to
quantities of 10 (Toys)
 Combine elements of two  Recognize and identify
sets using concrete objects numerals 0 to 10
to represent the concept of (MKC-00-2)
addition  Rote count up to 20
(MKAT-00-3) (MKSC-00-12)
 Recognize the words “put
together,” “add to,” and
“in all” that indicate the
act of adding whole
numbers
(MKAT-00-26)
 Write addition number
sentences using concrete
representations
 (MKAT-00-10)
 Add numbers using  Sequence numbers
 concrete figures up to concrete figures up to concrete figures up to concrete figures up to
quantity of 10 quantity of 10 quantity of 10 quantity of 10
 Block Play
 Playdough Numbers
Independent Activities
 It’s a Match
 Comparing Quantities: Game for Partners
 Nakapagpapatung-patong, nakapagdudugtongdugton at nakapagdidikitdikit (assemblage) ng blocks (SKMP-00-8)
 Pagmomolde ng luwad (KPKFM-00-1.5)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Read and write numerals 0 to 10 (MKC-00-3)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Competencies
 Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-00-10)
 Solve simple addition and subtraction number stories (up to quantities of 10) read by the teacher using a variety of ways (e.g., concrete materials,
drawings) and describe and explain the strategies used (MKAT-00-11)
 Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole numbers (MKAT-00-26)
 Compare two groups of objects to decide which is more or less, or if they are equal (MKC-00-8)
 Identify numerals 0 to 10
 Match numerals to corresponding number of objects
Learning Checkpoints
 Compare quantities
 Represent the numerals creatively
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
Transition to Indoor/
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
Light Physical Activity
countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
Activities
Competencies  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o  Nakasasali sa mga laro, o
anumang pisikal na anumang pisikal na anumang pisikal na anumang pisikal na gawain anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang gawain at iba’t ibang at iba’t ibang paraan ng gawain at iba’t ibang
paraan ng pageehersisyo paraan ng pageehersisyo paraan ng pageehersisyo pageehersisyo paraan ng pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos  Nagagamit ang mga kilos
lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor
sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw
(KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3) (KPKGM-Ig-3)
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa
na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro maayos na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19)  (KAKPS-00-19) (KAKPS-00-19)  (KAKPS-00-19)
  Play with fairness and sportsmanship
Learning Checkpoints  Follow directions and perform gross motor movements
 Develop social and communication skills
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  The learners talk about  The learners talk about the  The learners talk about  The learners talk about  The learners talk about
the foods that they like importance of taking good the games they like and their friends. their favorite places.
and dislike. care of the animals in the dislike.
environment.
Wrap-Up Questions/  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the
Activity learners can talk about learners can identify the learners can talk about learners can talk about learners were able to
the importance of eating different animals in the the importance of having the importance of sharing identify their favorite
healthy foods. environment. good attitude towards toys with their friends. places in the community.
unwanted situations while
playing games.
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:

MARIELLE S. SANCHEZ RENANTE Q. PASAMIC

Teacher School Head