Kindergarten School Bintog Elementary School Teaching Dates Sept.

19-23, 2022
Daily Lesson Log Teacher Carina S. Sta Cruz Week No. 5
Content Focus Ako ay may Damdamin Quarter 1
Most Essential 1. Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
Learning 2. Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
Competencies HOMEROOM GUIDANCE:
 Respect individual differences- Show effective ways in relating with others and community (HGKPS-Ih.2-
14)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 19, 2022) (September 20, 2022) (September 21, 2022) (September 22, 2022) (September 23, 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
Exercise Exercise Exercise Exercise Exercise
Routine
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Activities
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Meeting Time 1
(7:40-7:50)
(12:10-12:20)
Messages Naipapakita ko aking Naipapakita ko aking May mga bagay na May mga bagay na May mga bagay na
emosyon o nararamdaman sa emosyon o nararamdaman sa magkatulad kagaya ng magkatulad kagaya ng magkatulad kagaya ng
iba’t ibang paraan. iba’t ibang paraan. dalawang magkaparehong dalawang magkaparehong dalawang magkaparehong
numero o bilang sa isang letra sa isang grupo. salita sa isang grupo.
Ako ay masaya tuwing Ako ay galit tuwing grupo.
____________. ____________.

Ako ay malungkot tuwing Ako ay takot tuwing

____________. ____________.

Questions  Sa paanong paraan mo  Ano ang ikinagagalit mo?  Alin sa grupo ng mga  Alin sa grupo ng mga letra  Alin sa grupo ng mga
naipapakita ang iyong bilang o numero ang ang magkapareho? salita ang magkapareho?
nararamdaman?  Ano ang bagay na magkapareho?
kinakatakutan mo?
 Ano ang nakapagpapasaya (Use a different set of (Use a different set of (Use a different set of
sa iyo? numbers.) letters.) words.)
 Ano ang nakapagpapalungkot
sa iyo?
Competencies  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
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
Transition to Work
time.
Period 1
Work Period 1
(7:50-8:25)
(12:20- 1:05)
Teacher-Supervised Emotion Stick Puppets Paint Feelings Which Numbers are the Same Letters Recognition Word Match (Worksheet)
Activity (KTG, p. 69) (KTG, p. 69-70) Same? (Worksheet) (Worksheet)

 Nakikilala ang mga
pangunahing emosyon
(tuwa, takot, galit, at
lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
Competencies
 Express thoughts, feelings,
fears, ideas, wishes, and
dreams
(LLKOL-Ig-9)
 Nakikilala ang mga  Tell which two letters,  Tell which two letters,  Tell which two letters,
pangunahing emosyon numbers, or words in a numbers, or words in a numbers, or words in a
(tuwa, takot, galit, at group are the same group are the same group are the same
lungkot) (LLKVPD-Ie-4) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
(SEKPSE-00-11)  Recognize and identify  Identify the letters of the
 Nakalilikha ng iba’t ibang numerals 0 to 10 alphabet (mother tongue,
bagay sa pamamagitan ng (MKC-00-2) orthography)
malayang pagguhit (LLKAK-Ih-3)
(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)

 Recognize the basic  Express their emotions  Identify the same numbers  Identify the same letters in Identify the same words in
Learning emotions through art in a group a group a group
Checkpoints
 Feeling Cubes (KTG, p. 71)
Independent  Find A Match (Feelings) (KTG, p. 71-72)
Activities  Feelings Collage (KTG, p. 72)
 Food Faces (KTG, p. 72)
  Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) (SEKPSE-00-11)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
Competencies  Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Talk about their personal experiences
Learning  Match pictures in one-to-one correspondence
Checkpoints  Tear and paste paper to make a collage
 Recognize the basic emotions
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
Transition to
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
Meeting Time 2
(8:25-8:35)
(1:05-1:15)
Questions/Activity Song: If You’re Happy and Let the learners present  Let the learners present Let the learners present Song: I Have Feelings
You Know It their output. their output. their output.  (KTG, p. 78)
 (KTG, p. 78)
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 hands.
Transition to Health
Break/ 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
Quiet Time the trash bin, sanitize their hands, and have their Quiet Time.

Health Break/Quiet Time

(8:45-9:10)
(1:15-1:40)
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
(9:10-9:25)
(1:40-1:55)
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 being happy. story about being story about the same story about the same story about different
scared/afraid. letters. numbers. emotions.
 Define difficult words.
 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
 Motivation question: What
makes you happy?  Motivation question: What  Motivation question: What  Motivation question: Can  Motivation question:

Motive question: What do
you think are the things that
will make the people in the
story happy?
During Reading Ask comprehension questions.
Post Reading  What made the people
happy in the story?
If you felt sad, what will
you do to feel happy?
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Transition to Work
learners to do their assigned tasks within the allotted time.
Period 2
Work Period 2
(9:25-10:05)
(1:55-2:35)
Emotions Pattern
Teacher-Supervised (KTG, p. 73)
Activity
 Complete patterns
(MKSC-00-19)
 Reproduce and extend
patterns
(MKSC-00-20)
 Create own patterns
(MKSC-00-21)
Competencies
 Transform/translate
patterns from one form to
another (MKSC-00-22)
makes you scared/afraid?
 Motive question: What do
you think are the things
that will make the people
in the story scared/
afraid?
 What made the people in
the story scared?
What can you do so that
you will not be scared
anymore?
Playdough Emotions
(KTG, p. 74)
 Nakikilala ang mga
pangunahing emosyon
(tuwa, takot, galit, at
lungkot)
(SEKPSE-00-11)
 Naisasagawa ang mga
sumusunod na kasanayan:
pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
 Nakapagmomolde ng
luwad (clay) sa nais na
anyo
(SKMP-00-6)
letters make up your name?
Motive question: Which
letters in your name are the
same?
 Who are the characters in
the story?
Why do the characters have
the same letters in their
names?
Graphing Emotions
(KTG, p. 74-75)
 Count objects with one-to-
one correspondence up to
quantities of 10
(MKC-00-7)
 Compare two groups of
objects to decide which is
more or less, or if they are
equal
(MKC-00-8)
 Create simple pictographs
(MKAP-00-2)
Discuss simple pictographs
(MKAP-00-3)
we count 1 to 10?
Motive question: Where can
we use numbers?
 What are the names of the
characters in the story?
 What did you learn from
the story?
Writing Number (2)
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
 Read and write numerals 0
to 10
(MKC-00-3)
What are you feeling
today?
Motive question: What do
you think the characters will
feel in the story based on the
picture on the cover?
 Who hat did the
characters feel?
 What made you say so?
 How were these feelings
expressed?
Homeroom Guidance
Activity sheet
 Respect individual
differences- Show
effective ways in relating
with others and
community (HGKPS-
Ih.2-14)
  Complete patterns,
reproduce and extend
patterns, create their own
Learning
patterns, and transform/
Checkpoints
translate patterns from one
form to another
 Mold playdough into  Compare two groups of
recognizable figures objects to decide which is
more or less, or if they are
equal
Create and discuss simple
pictographs
 Trace and write number 2 describe your role and the
roles of other members of
the family
 express ways on loving
your family members and
 show good deeds to others

 Worksheet: Count and Add (KTG, p. 76)

Independent  Worksheet: Patterns (KTG, p. 76)
Activities  Same Numbers Spot
 Worksheet: Number Match
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 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 using concrete objects (MKAT-00-8)
Competencies
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas, paggupit, pagdikit ng papel (KPKFM-00-1.3)
 Complete patterns (MKSC-00-19)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
 Combine elements of two sets using concrete objects to represent the concept of addition and add quantities of up to 3 using concrete
 Arrange objects one after another in a series/sequence according to size and describe their relationship (big/bigger/biggest or small/smaller/smallest)
Learning
 Understand the number concept of 1-3
Checkpoints
 Identify which numbers in a given set are the same
 Match the same numbers
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,
Transition to Indoor/
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
Light Physical
be used.
Activity
Indoor Activity/ Light Physical Activity
(10:05-10:25)
(2:35-2:55)
Feelings Dance Unstructured Free Play Feelings Hopscotch Unstructured Free Play Feelings Parade
Activities
(KTG, p. 77) (KTG, p. 77) (KTG, p. 78)
Competencies  Naisakikilos ang sariling  Naisasagawa ang mga  Nakikilala ang mga  Naisasagawa ang mga  Nakikilala ang mga
kakayahan sa iba’t ibang sumusunod na kilos pangunahing emosyon sumusunod na kilos pangunahing emosyon
paraan, hal. pag-awit, lokomotor sa pagtugon sa (tuwa, takot, galit, at lokomotor sa pagtugon sa (tuwa, takot, galit, at
pagsayaw, at iba pa ritmong mabagal at lungkot) ritmong mabagal at lungkot)
(SEKPSE-If-2) mabilis (paglakad, (SEKPSE-00-11) mabilis (paglakad, (SEKPSE-00-11)
 Nakikilala ang mga pagtakbo, pagkandirit,  Nakasasali sa mga laro, o pagtakbo, pagkandirit,  Nakasasali sa mga laro,
pangunahing emosyon paglundag/pagtalon, anumang pisikal na paglundag/pagtalon, o anumang pisikal na
(tuwa, takot, galit, at paglukso) gawain at iba’t ibang paglukso) gawain at iba’t ibang
 lungkot) (KPKGM-Ie-2) paraan ng pag-eehersisyo (KPKGM-Ie-2) paraan ng pag-
(SEKPSE-00-11)  Nagagamit ang mga kilos (KPKPF-00-1)  Nagagamit ang mga kilos eehersisyo
 Nakagagalaw (martsa, lokomotor at di-lokomotor Nagagamit ang mga kilos lokomotor at di-lokomotor (KPKPF-00-1)
palakpak, tapik, padyak, sa paglalaro, pag- lokomotor at di-lokomotor sa paglalaro, pag-  Nagagamit ang mga
lakad, lundag at iba pa) eehersiyo, pagsasayaw sa paglalaro, pag- eehersiyo, pagsasayaw kilos lokomotor at di-
nang angkop sa ritmo at (KPKGM-Ig-3) eehersisyo, pagsasayaw (KPKGM-Ig-3) lokomotor sa paglalaro,
indayog bilang tugon sa (KPKGM-Ig-3) pag-eehersisyo,
himig na pagsasayaw (KPKGM-
napapakinggan/awit na Ig-3)
kinakanta Listen discriminately and
(KPKPF-Ia-2) respond appropriately,
 Naisasagawa ang i.e., speak loudly/softly
paggalaw/pagkilos ng when asked, asked to
iba’tibang bahagi ng adjust volume of
katawan sa saliw ng awitin television/radio
nang may kasiyahan (LLKAPD-Id-6)
(KPKGM-Ia-1)
 Naisasagawa ang mga
sumusunod na kilos
lokomotor sa pagtugon sa
ritmong mabagal at
mabilis (paglakad,
pagtakbo, pagkandirit,
paglundag/pagtalon,
paglukso)
(KPKGM-Ie-2)
 Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro, pag-
eehersisyo, pagsasayaw
(KPKGM-Ig-3)
 Naipakikita ang kawilihan
nang may sariling
interpretasyon sa
himig/tugtuging
napapakinggan
(SKMP-00-10)
 Interpret emotions in music
Learning
 Participate actively in games
Checkpoints
 Listen discriminately and respond appropriately
Transition to 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
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25-10:30)
(2:55-3:00)
 Learners share how they  Learners share what they  Learners identify the  Learners identify the same  Learners identify the
express their feelings with do when they are angry or same numbers in a group. letters in a group. same words in a group.
the people around them. scared.
Activities
 Learners share what they
do when they are happy
or sad.
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.

Prepared by: Checked:

CARINA S. STA CRUZ GLORIA B. MATEO

Teacher Principal I