Kindergarten School Bintog Elementary School Teaching Dates December 12-16, 2022

Daily Lesson Log Teacher Carina S. Sta Cruz Week No. 6

Content Focus Ang Ating Komunidad Quarter 2
Most Essential  Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they
Learning do/things they use (LLKV-00-6)
Competencies  Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive
words (LLKV-00-5)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (December 12, 2022) (December 13, 2022) (December 14, 2022) (December 15, 2022) (December 16, 2022)
Arrival Time
(7:30-7:40)
( 12:00-12:10)
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
(7:40-7:50)
(12:10-12:20)
Messages Ang mga miyembro ng pamilya Ang punong- guro, mga guro, Ang mga guro, pulis, May iba’t ibang hayop na Ang bawat miyembro ng
ay sina tatay, nanay, kuya, ate at nars, dyanitor at katulong sa bumbero, dentista, doktor, makikita sa ating paligid. May pamilya at may kanya
si bunso. Ang bawat miyembro kantina ay may kanya bumbero, pari, at tindera ay mga hayop na maaari nating kanyang paboritong pagkain.
ng pamilya ay may iba’t ibang kanyang tungkulin na katulong ng ating komunidad. ituring na kaibigan. Katulad Pahalagahan natin ang mga
tungkuling ginagampanan. ginagampanan sa ating Sila ay may kanya kanyang natin, sila dapat ay alagaan at pagkaing ito dahil ito ang
paaralan. tungkulin ginagampanan. mahalin. nagbibigay sa atin ng buhay
at lakas.

Questions  Sino sino ang mga bumubuo sa
pamilya?
 Ano ang kanilang tungkuling
ginagampanan?
 Sino sino ang mga taong
may ginagampanang
tungkulin sa paaralan?
 Sino sino ang mga taong
katulong natin sa
komunidad?
 Ano ang kanilang
tungkuling ginagampanan?
 Sino sa inyo ang may
alagang hayop sa bahay?
 Maaari ka bang magkuwento
tungkol sa iyong alagang
hayop?
 Ano ang iyong paboritong
pagkain?
 Alam mo ba ang
paboritong pagkain ng
bawat miyembro ng iyong
pamilya?

Competencies  Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use (LLKV-00-6)
Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words (LLKV-00-5)
Transition to 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 allotted time.
 Work Period 1
Work Period 1
(7:50-8:25)
(12:20- 1:05)
Teacher- Family Tree
Supervised
Activity Introduce letter Cc
 Natutukoy kung sino-sino ang
bumubuo ng pamilya
(KMKPPam-00-2)
 Nakaguguhit,
nakakapagpinta, at
nakatagkukulay ng iba’t
ibang bagay o gawain
(dekorasyon sa “name tag,”
kasapi ng mag-anak, gawain
ng bawa’t kasapi ng mag-
Competencies anak)
(SKMP-00-2)
 Nakagugupit at
nakakapagdikit ng iba’t ibang
hugis na may iba’t ibang
tekstura
(SKMP-00-4)
 Trace, copy, and write the
letters of the alphabet
(LLKH-00-3)
Thank You Card for School
Personnel
 Natutukoy na ang
paaralan ay isang
mahalagang bahagi ng
komunidad (KMKPKom-
00-7)
 Give the names of family
members, school
personnel, and community
helpers, and the roles they
play/ jobs they do/things
they use (LLKV-00-6)
 Talk about family
members, pets, toys, foods,
or members of the
community using various
appropriate descriptive
words
(LLKV-00-5)
Dramatic Play: Community
Helpers
 Nakikilala ang mga taong
nakatutulong sa
komunidad hal. guro,
bombero, pulis, at iba pa
(KMKPPam-00-2)
 Give the names of family
members, school
personnel, and community
helpers, and the roles they
play/ jobs they do/things
they use (LLKV-00-6)
 Talk about family
members, pets, toys, foods,
or members of the
community using various
appropriate descriptive
words
(LLKV-00-5)
My Favorite Pet
 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)
 Name common animals
(PNEKA-Ie-1)
 Talk about family members,
pets, toys, foods, or
members of the community
using various appropriate
descriptive words
(LLKV-00-5)
Family Members Favorite
Food Survey
 Naikukuwento ang mga
ginagawa ng pamilya
nang sama sama
(KMKPPam-00-6)
 Talk about family
members, pets, toys,
foods, or members of the
community using various
appropriate descriptive
words
(LLKV-00-5)
 Talk about likes/dislikes
(foods, pets, toys, games,
friends, places)
(LLKOL-Ic-15)

 Identify the family members  Know the school personnel  Know the community  Talk about their favorite pet  Make a survey on their
Learning and their roles and their roles helpers and their roles family member’s favorite
Checkpoints food
 My Letter Cc Booklet
Independent  Letter Mosaic: Cc
Activities  Cc Words Poster
 Playdough: Letter Cc
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)
 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 Cc
Learning
 Represent the letters Cc in creative ways
Checkpoints
 Identify words that start with letter Cc
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 learners
Transition to
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
Meeting Time 2
(8:25-8:35)
(1:05-1:15)
Questions/ 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
Activity work. work. work. work. work.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands.
Transition to Encourage sharing especially if not all children have food.
Health Break/ The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash
Quiet Time their hands, brush their teeth, change their wet clothes, and have their Quiet Time.

Health Break/Quiet Time

(8:45-9:10)
(1:15-1:40)
Transition to 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 proceeds
Story Time with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10-9:25)
(1:40-1:55)
Story
Pre-reading  Theme: Any age and culturally  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
Activity appropriate story about the culturally appropriate culturally appropriate culturally appropriate story culturally appropriate
family members and their story about the school story about school and the about children’s favorite pet. story about the family
roles. personnel and their different places in school. member’s favorite food.
respective roles.  Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.
 Define difficult words.  Motivation question: What is
 Motivation question: Who do  Motivation question: What the name of your favorite  Motivation question: What
you live with?  Motivation question: Who do you want to be in the pet? is your favorite food?
are the people we see future?
Motive question: What do you inside the school? Motive question: Where do the Motive question: What do
think are the roles of each family Motive question: What do you animals live in the story? you think is the favorite
member in the story?  Motive question: What do think are the different roles of activity of the family in the
you think are the roles of the community helpers in the story?
 the school personnel in the story?
story?
During Reading Ask comprehension questions.
Post Reading  How does the character show  What are the characters in  How will you describe the How does the character show  What is the favorite food of
his love for his family the story? roles of each community love and care for his pet? each family member in the
members? helpers mentioned in the story?
story? Why sharing is important?

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Transition to
learners to do their assigned tasks within the allotted time.
Work Period 2
Work Period 2
(9:25-10:05)
(1:55-2:35)
Teacher- Hand Game (Concentration 0-10) Number Cover All (1-10) More Than, Less Than Number Books (quantity of 10) Number Station (0-10)
Supervised
Activity
 Match object, pictures based  Combine elements of two  Compare two groups of  Match numerals to a set of  Recognize and identify
on properties /attributes in sets using concrete objects objects to decide which is concrete objects numerals 0 to 10
one-to-one correspondence to represent the concept of more or less, or if they are (MKC-00-4) (MKC-00-2)
(MKAT-00-1) addition equal  Count objects with one-to-  Match numerals to a set of
 Recognize the words “put (MKAT-00-3) (MKC-00-8) one correspondence up to concrete objects
together,” “add to,” and “in  Recognize the words “put quantities of 10 (MKC-00-4)
all” that indicate the act of together,” “add to,” and (MKC-00-7)
Competencies adding whole numbers “in all” that indicate the Pagbakat, pagkopya ng
(MKAT-00-26) act of adding whole larawan, hugis at titik
 Count objects with one-to-one numbers (KPKFM-00-1.4)
correspondence up to (MKAT-00-26)
quantities of 10  Write addition number
(MKC-00-7) sentences using concrete
representations
(MKAT-00-10)
 Add numbers up to quantity  Add numbers up to Compare two groups of  Make a book by pasting  Place the correct number
Learning of 10 quantity of 10 objects objects and writing the of objects indicated by
Checkpoints corresponding numeral the numeral

 Block Play
Independent  Number Hunt (0-10)
Activities Addition Worksheet (0-10)
 My Number 10 Booklet
Competencies  Read and write numerals 0 to 10 (MKC-00-3)
  Recognize and identify numerals 0 to 10 (MKC-00-2)
 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)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Identify numerals 0-10
Learning
 Add quantities with numbers 0-10
Checkpoints
 Draw objects with quantity of 10
Transition to 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, the
Indoor/ Light 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 be used.
Physical Activity
Indoor Activity/ Light Physical Activity
(10:05-10:25)
(2:35-2:55)

Activities
Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play

 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 gawain at anumang pisikal na gawain anumang pisikal na gawain anumang pisikal na gawain anumang pisikal na gawain
iba’t ibang paraan ng at iba’t ibang paraan ng at iba’t ibang paraan ng at iba’t ibang paraan ng at iba’t ibang paraan ng
pageehersisyo pageehersisyo pageehersisyo pageehersisyo 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 sa lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor sa lokomotor at di-lokomotor
Competencies paglalaro, pag-eehersisyo, sa paglalaro, pag- sa paglalaro, pag- paglalaro, pag-eehersisyo, sa paglalaro, pag-
pagsasayaw eehersisyo, pagsasayaw eehersisyo, pagsasayaw 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 na pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)  (KAKPS-00-19)

 Play with fairness and sportsmanship

Learning
 Follow directions and perform gross motor movements
Checkpoints
 Develop social and communication skills
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 activities in
Transition to
Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Meeting Time 3
(10:25-10:30)
(2:55-3:00)
Activities The learners recall the family The learners recall the school The learners recall the The learners recall their favorite The learners talk about their
 members and their roles. personnel and their roles. community helpers and their pet. family member’s favorite
roles. food.
Wrap-Up 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
Questions/ learners can identify their learners can identify the learners can identify the learners can talk about their learners were able to identify
Activity family members and their school personnel and their community helpers and favorite pet. and talk about their family
respective roles. respective roles. their respective roles. member’s favorite food.
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:

CARINA S. STA CRUZ GLORIA B. MATEO

Teacher Principal I