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

Daily Lesson Log Teacher Carina S. Sta Cruz Week No. 8

Content Focus Gusto at Hindi Gusto
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
Competencies words (LLKOL-00-5)

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (January 9, 2023) (January 10, 2023) (January 11, 2023) (January 12, 2023) (January 13, 2023)
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 Mayroon tayong mga gusto at di Mayroon tayong mga gusto at di Mayroon tayong mga gusto at May mga kaibigan kang May mga lugar na gusto at
gustong pagkain. Ugaliing gustong alagang hayop. di gustong laro. Mahalaga ang gusto at hindi gusto. May hindi gustong puntahan tulad
kumain ng mga masustansiyang Pahalagahang mabuti ang mga pagpapakita ng positibong mga laruan kang pinakagusto ng palengke, paaralan,
pagkain upang lumakas ang alagang hayop dahil malaki ang pag-uugali sa harap ng hindi at hindi gusto. Magkakaiba simbahan at palaruan.
iyong katawan at resistensiya. kanilang naitutulong. inaasahang pangyayari tulad man ng gusto at hindi gusto Maaring ito ay
ng pagkatalo sa laro. tandaan mo na kapag ikaw ay pinakagustong puntahan, ang
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 paboritong
gusto?
 Anong mga pagkain ang di mo
gusto?
 Ano ang maidudulot ng
 Ano ang iyong paboritong
alagang hayop?
 Anong mga hayop sa paligid
ang kinakatakutan mo?
 Paano natin mapapangalagaan
 Ano ang iyong paboritong
laro?
 Mayroon ka bang di
gustong laro?
 Paano maipapakita ang
 Ano ang pakiramdan ng  Anong lugar sa
pagkakaroon ng kaibigan? komunidad ang paborito
mong puntahan?
 Ano ang iyong paboritong
laruan? Di gustong  Ano ang ating mga dapat
laruan? tandaan sa tuwing tayo ay
bumibisita sa isang
 masusustansiyang pagkain sa ang mga hayop sa ating positibong pag-uugali sa  Paano natin maipapakita lugar?
ating katawan? paligid? mga hindi inaasahang ang mabuting pakikitungo
pangyayari sa iba’t ibang sa ating mga kaibigan?
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 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- My Favorite Food Booklet Class Favorite Animals Survey Shadow Match: Games Coloring: I Love My Friends Playdough: My Favorite
Supervised Community Places
Activity 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 members,  Talk about family members,  Talk about family  Talk about family  Talk about family
pets, toys, foods, or members pets, toys, foods, or members members, pets, toys, foods, members, pets, toys, members, pets, toys,
of the community using of the community using or members of the foods, or members of the foods, or members of the
various appropriate various appropriate community using various community using various community using various
descriptive words descriptive words appropriate descriptive appropriate descriptive appropriate descriptive
Competencies (LLKOL-00-5) (LLKOL-00-5) words words words
 Talk about the details of an  Name common animals  (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5)
object/picture like toys, pets, (PNEKA-Ie-1)  Nasasabi, nakikilala at  Talk about the details of
foods, places Collect data on one variable naipakikita ang an object/picture like
(LLKOL-Id-4) (e.g., sex/boys or girls) kahalagahan ng toys, pets, foods, places
through observation and pakikibahagi (LLKOL-Id-4)
asking questions (MKAP- (pagbabahagi ng pagkain,
laruan, gamit) (KAKPS-
00-1)
00-16)

 Draw their favorite foods  Make a simple graph about  Match picture-to-picture  Talk about their  Make a miniature of their
Learning their favorite animals correspondence experiences about having favorite places using
Checkpoints a friend and sharing toys playdough
with them
Independent  My Letter Gg, Uu Booklet
Activities  Letter Gg, Uu Mosaic
 Letter Gg, Uu Collage
  Letter Gg, Uu Words Poster
 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)
Competencies  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
 Represent the letters Gg and Uu in creative ways
Checkpoints
 Identify words that start with letter Gg and Uu
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/ Song: Bahay Kubo Let the learners talk about their Let the learners share their Song: The More We Get Let the learners present their
Activity 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 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  Theme: Any age and culturally  Theme: Any age and  Theme: Any age and  Theme: Any age and
Activity culturally appropriate story appropriate story about culturally appropriate story culturally appropriate culturally appropriate
about children’s favorite food. children’s favorite pet. about children’s favorite story about friendship. story about children’s

 Define difficult words.
 Motivation question: What 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?
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- Adding numbers using concrete
Supervised figures up to quantities of 10
Activity (Foods)
Competencies  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)
 Define difficult words.
 Motivation question: What 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)
game.
 Define difficult words.
 Motivation question: Do
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
 Define difficult words.
 Motivation question: Do
you have friends? Can you
name them?
Motive question: How does it
feel to have a friend?
 Who are the characters in
the story?
What are their favorite
games during past time?
Adding numbers using
concrete figures up to
quantities of 10 (Toys)
 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
favorite place.
 Define difficult words.
 Motivation question: If
you have given a chance
to visit a place, what it
would be?
Motive question: How does
it feel to be on your favorite
place?
 What is the character’s
favorite place?
Why does he want to visit the
place more often?
Walk the Number Line
 Recognize and identify
numerals 0 to 10
(MKC-00-2)
Rote count up to 20 (MKSC-
00-12)
  Write addition number  Write addition number (MKAT-00-26) (MKAT-00-26)
sentences using concrete sentences using concrete  Write addition number  Write addition number
representations representations sentences using concrete sentences using concrete
(MKAT-00-10) (MKAT-00-10) representations representations
(MKAT-00-10) (MKAT-00-10)

Add numbers using concrete  Add numbers using concrete  Add numbers using  Add numbers using  Sequence numbers
Learning figures up to quantity of 10 figures up to quantity of 10 concrete figures up to concrete figures up to
Checkpoints 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
 Compare quantities
Checkpoints
 Represent the numerals creatively

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)

Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
Activities
  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 at anumang pisikal na gawain anumang pisikal na anumang pisikal na
iba’t ibang paraan ng iba’t ibang paraan ng at iba’t ibang paraan ng gawain at iba’t ibang gawain at iba’t ibang
pageehersisyo pageehersisyo pageehersisyo paraan ng 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 sa lokomotor at di-lokomotor sa lokomotor at di-lokomotor lokomotor at di-lokomotor lokomotor at di-lokomotor
Competencies paglalaro, pag-eehersisyo, paglalaro, pag-eehersisyo, sa paglalaro, pag- sa paglalaro, pag- sa paglalaro, pag-
pagsasayaw 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 na pagpapahalaga sa maayos na pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
pakikipaglaro 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)
The learners talk about the foods The learners talk about the The learners talk about the The learners talk about their The learners talk about their
that they like and dislike. importance of taking good care of games they like and dislike. friends. favorite places.
Activities
the animals in the environment.

Wrap-Up The teacher checks if the The teacher checks if the learners The teacher checks if the The teacher checks if the The teacher checks if the
Questions/ learners can talk about the can identify the different animals learners can talk about the learners can talk about the learners were able to
Activity importance of eating healthy in the environment. importance of having good importance of sharing toys identify their favorite places
foods. attitude towards unwanted with their friends. in the community.
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:

CARINA S. STA CRUZ GLORIA B. MATEO

Teacher Principal I