Kindergarten School PASONANCA ELEMENTARY SCHOOL Teaching Dates September 5-September 9, 2022

Daily Lesson Log Teacher NICOLE D. COSME Week No. 2

Content Focus Sariling Pangangailangan at Tuntuning Itinakda Quarter One
Most Essential Learning 1. Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)
Competencies 2. Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (September 5, 2022) (September 6, 2022) (September 7, 2022) (September 8, 2022) (September 9, 2022)
Arrival Time
(8:00-8:10)
National Anthem National Anthem National Anthem Modular Printed Modular Printed
Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance
Balitaan Balitaan Balitaan
Meeting Time 1
(8:10-8:20)
Messages Ang bawat tao ay may Mahalaga rin ang di-materyal Ang pagsunod sa mga gawain
pangangailangan tulad ng na pangangailangan tulad ng at alituntunin sa silid-aralan ay
pagkain, damit at tahanan. pagmamahal, pag-aalaga o pag- tanda ng paggalang at disiplina.
aaruga, pagmamalasakit at
pagkakaibigan. (Show and discuss the class
schedules and routines)
Questions  Ano ano ang mga  Ano ano ang mga di-  Bakit kailangan nating
pangangailangan ng tao materyal na sundin ang mga alituntunin
upang mabuhay? pangangailangan ng tao? at mga nakatakdang gawain
sa loob ng silid-aralan?
 Sino sino ang taong
nagbibigay ng pagmamahal
at alaga sa atin?

Competencies  Nasasabi ang sariling pangangailangan nang walang pag-aalinlangan (SEKPSE-If-3)

 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
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 allotted time.
Period 1
Work Period 1
(8:20-9:05)
Teacher-Supervised My Basic Needs (Worksheet) Red Heart Collage Our Class Schedule
Activity (KTG, p. 24)
  Nasasabi ang sariling
pangangailangan nang
walang pag-aalinlangan
(SEKPSE-If-3)
 Identify one’s basic needs
and ways to care for one’s
body
(PNEKBS-Ii-8)
Competencies
 Identify the basic needs of
humans to survive
Learning Checkpoints
 Naisasagawa ang sumusunod
na kasanayan:
pagpilas/paggupit/ pagdikit
ng papel
(KPKFM-00-1.3)
 Napagsisikapang matapos
ang sinimulang gawain sa
itinakdang oras
(KAKPS-00-1)
 Classify objects according to
observable properties like
size, color, shape, texture,
and weight)
(MKSC-00-6)
 Identify and recognize red
color
 Know the importance of
love and care as a human’s
basic need
 Nakakapagkukuwento ng
mga ginagawa sa paaralan
(KMKPAra-00-3)
 Nakasusunod sa mga
itinakdang tuntunin at
gawain (routines) sa
paaralan at silid-aralan
(SEKPSE-IIa-4)
 Identify sequence of events
(before, after, first, next,
last) (MKSC-00-9)
 Tell which activities take a
longer or shorter time
(recognize and names the
things that can be done in a
minute, e.g., washing hands,
etc., and recognize and
name the things that can be
done in an hour) (MKME-
00-4)
 Identify the sequence of 
events (what comes before,
after, first, next, last)
 Tell which activities take a
longer or shorter time

 Charades: Class Routines (KTG, p. 26)

Independent  Spin the Wheel: Class Routine/Rules (KTG, p. 26)
Activities  School Red Collage (KTG, p. (KTG, p. 26-27)
 Writeshop: I Can Do Many Things in School (KTG, p. 27)
 Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
 Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan (SEKPSE-IIa-4)
Competencies  Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Know the class routines and rules
Learning Checkpoints  Tear and paste pieces of paper
 Draw the things they do in school
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 learners to
Time 2 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
(9:05-9:15)
Questions/Activity  Show pictures of the  How can you show your  Check where the class is in  
human’s basic needs. love and care for your the daily schedule.
parents/guardians?
 Discuss how their parents (Encourage everyone to  What block of time are we
provide for their basic share their thoughts and in now?
needs. experiences.)
 What will come next?
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 the trash
Quiet Time
bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(9:15-9:25)
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
Transition to Story
with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:25-9:55)
Story
Pre-reading Activity  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a  
culturally appropriate story culturally appropriate story culturally appropriate
about food as a human’s about ways of showing love story about class
basic need. and care for family schedule, and routines.
members.
 Define difficult words.  Define difficult words.
 Define difficult words.
 Motivation question: How is  Motivation question: What
food prepared in your home?  Motivation question: How things did you do in school
do your parents/guardians last week?
show their love and care to
 Motive question: How is food you?  Motive question: What do
prepared in the story? you think the characters will
 Motive question: What do do in school?
you feel when you hug your
parents or guardians?
During Reading Ask comprehension questions.
Post Reading  How is food prepared in the  What did the character do to  What did the characters do  
story? show her love for her mother in school?
and father?
 What is your favorite way of  What do you think they felt
 cooking food?  What did you learn from the while doing the activities in
story? school?

 What made you say that

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Period 2 learners to do their assigned tasks within the allotted time.
Work Period 2
(9:55-10:40)
Same and Different: Our Basic Number Book: Different What Comes Next?
Teacher-Supervised
Needs Materials inside the Classroom (KTG, p. 27)
Activity
(KTG, p. 27-28)
 Describe objects based on  Count objects with one-to-  Nakasusunod sa mga
attributes/properties (shapes, one correspondence up to itinakdang tuntunin at
size, its use, and functions) quantities of 10 gawain (routines) sa
(MKSC-00-4) (MKC-00-7) paaralan at silid-aralan
 Group objects that are alike  Recognize and identify (SEKPSE-IIa-4)
Competencies
(MKSC-00-5) numerals 0 to 10  Identify the sequence of
(MKC-00-2) events (before, after, first,
 Read and write numerals 0 to next, last)
10 (MKSC-00-9)
(MKC-00-3)
 Describe each object and  Draw or paste pictures with  Recall the routines in class
identify similarities and correct quantities of 1-3 and say it in the correct
Learning Checkpoints
differences between two sequence
variables
 Block Play: Different areas in the school (KTG, p. 29)
Independent  Construction Toys (KTG, p. 29)
Activities  Junk Box Sorting: Variety of objects found inside the classroom (KTG, p. 30)
 Measure It: Variety of objects found inside the classroom (KTG, p. 30)
 Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
 Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Competencies  Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Compare objects based on their size, length, weight/mass) - big/little - longer/shorter - heavier/lighter (MKME-00-2)
 Use nonstandard measuring tools e.g. length – feet, hand, piece of string, capacity – mug/glass, mass – stone, table blocks (MKME-00-1)
 Use the blocks to build structures or models to represent different areas in the school
 Use the construction toys to build structures or models
Learning Checkpoints
 Sort various objects based on one attribute
 Record the length of various objects using non-standard measuring tools
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 minutes, the
Light Physical 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.
Activity
Indoor Activity/ Light Physical Activity
(10:40-10:55)
Follow Me Unstructured Free Play Line Up Game
Activities
(KTG, p. 18) (KTG, p. 18) (KTG, p. 63)
 Nakasasali sa mga laro, o  Naisasagawa ang mga  Group objects that are alike 
anumang pisikal na gawain sumusunod na kilos (MKSC-00-5)
at iba’t ibang paraan ng pag- lokomotor sa pagtugon sa  Sort and classify objects
eehersisyo ritmong mabagal at mabilis according to one
(KPKPF-00-1) (paglakad, pagtakbo, attribute/property (shape,
 Nakagagalaw (martsa, pagkandirit, color, size, function/use)
palakpak, tapik, padyak, paglundag/pagtalon, (MKSC-00-6)
lakad, lundag at iba pa) nang paglukso)  Listen discriminately and
angkop sa ritmo at indayog (KPKGM-Ie-2) respond appropriately, i.e.,
bilang tugon sa himig na  Nagagamit ang mga kilos speak loudly/softly when
napapakinggan/awit na lokomotor at di-lokomotor asked, asked to adjust
kinakanta sa paglalaro, pag- volume of television/radio
(KPKPF-Ia-2) eehersiyo, pagsasayaw (LLKAPD-Id-6)
 Naisasagawa ang (KPKGM-Ig-3)
paggalaw/pagkilos ng
iba’tibang bahagi ng
katawan sa saliw ng awitin
nang may kasiyahan
(KPKGM-Ia-1)
Competencies
 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)
  Move according to the rhythm of the song
Learning Checkpoints  Group themselves correctly according to given characteristics
 Follow directions and perform gross motor movements
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 activities in
Time 3 Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:55-11:00)
 Learners recall the human’s  Learners share their  Learners recall the routines  
basic needs to survive. experiences in how their of the class sequentially.
Activities parents and guardians
provide love and care for
them.
Wrap-Up Questions/  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity

Prepared by: Checked by: Noted by:

NICOLE D. COSME JUFE C. PARTOSA EMMANUEL M. FLORES, JD.

Adviser Master Teacher I School Principal II