School Teaching Dates

Kindergarten
Teacher Week No. 31
Daily Lesson Log
Content Focus I am a Part of a Bigger Community Quarter Four

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine National Anthem National Anthem National Anthem National Anthem National Anthem
Activities Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Messages My community is part of a
city/province.
Song: O Kay Liit ng Mundo
(It’s a Small World)
Questions  Which city/province does
your community belong to?
Concept Map
Activity Concept Map
Competencies  Natutukoy ang iba’t
ibang lugar sa
komunidad (KMKPKom-
00-3)
 Naikukuwento ang mga
naging karanasan bilang
kasapi ng komunidad
(KMKPKom-00-6)
 Express thoughts,
feelings, fears, ideas,
wishes, and dreams
My city/province is part of the
Philippines.
Song: O Kay Liit ng Mundo
(It’s a Small World)
 What is the name of our
country?
 Where is your city/province
located in the Philippines?
 Locating places in the map
Locating places in the map
 Natutukoy ang iba’t
ibang lugar sa
komunidad (KMKPKom-
00-3)
Many people live in my My country has natural I need to take care of my
country. features and resources. country because it is my
Song: O Kay Liit ng Mundo Song: O Kay Liit ng Mundo home.
(It’s a Small World) (It’s a Small World) Song: O Kay Liit ng Mundo
(It’s a Small World)
 Who are the different  What natural features and  How do I take care of my
people of the Philippines? resources does the country?
 Photos/Slide show Philippines have?
Photos/Slide Show
 Nakikilala at iginagalang
ang pagkakaiba-iba ng
tao: wika, kasarian,
kaanyuan, kulay, kultura
(kasuotan, gawi,
paniniwala), katayuan sa
buhay, kakayahan
(SEKPP-Ib-1)
 Talk about the details of
an object/picture like
toys, pets, foods, places
 (LLKOL-Ig-9)
 ••Participate actively in a
dialog or conversation of
familiar topics (LLKOL-
00-10)
Transition to The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1
Work Period 1
Teacher- Map Activity: City/Province
Supervised Introduce Zz
Activity
Competencies  Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain.
(SKMP-00-2)
 Trace, copy, and write
different strokes:
scribbling (free hand),
straight lines, slanting
lines, combination of
straight and slanting lines,  Trace, copy, and write
curves, combination of
straight and curved and
zigzag (LLKH-00-6)
 Trace, copy, and draw
familiar figures (LLKH-
00-2)
 Trace, copy, and write the
letters of the alphabet:
straight lines (A,E,F,H,I
L,T), combination of
straight and slanting lines
(K, M, N, V, W, X, Y, Z),
combination of straight
and curved lines (B, C, D,
G, J, O, P, Q, R, S, U),
rounded strokes with loops
(LLKH-00-3)
 Name the places and the
things found in the
Map Puzzle: Philippines
 Naisasagawa ang mga
sumusunod na kasanayan:
pagmomolde ng luwad
(clay), pagbuo ng puzzles
(KPKFM-00-1.5)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain.
(SKMP-00-2)
different strokes:
scribbling (free hand),
straight lines, slanting
lines, combination of
straight and slanting lines,
curves, combination of
straight and curved and
zigzag (LLKH-00-6)
 Trace, copy, and write the
letters of the alphabet:
straight lines (A,E,F,H,I
L,T), combination of
straight and slanting lines
(K, M,N, V, W, X, Y, Z),
combination of straight
and curved lines (B, C, D,
G, J, O, P, Q, R, S, U),
rounded strokes with loops
(LLKH-00-3)
(LLKOL-Id-4)
Culture Portrait Papier-Mâché Globe
 Naisasagawa ang mga  Nakikilala at iginagalang
sumusunod na kasanayan: ang pagkakaiba-iba ng
pagpilas/paggupit/pagdiki tao: wika, kasarian,
t ng papel (KPKFM-00- kaanyuan, kulay, kultura
1.3) (kasuotan, gawi,
 ••Nakaguguhit, paniniwala), katayuan sa
nakapagpipinta at buhay, kakayahan
nakapagkukulay ng iba’t (SEKPP-Ib-1)
ibang bagay o gawain.  ••Naisasagawa ang mga
(SKMP-00-2) sumusunod na kasanayan:
 Nakapupunit, nakagugupit pagpilas/paggupit/pagdikit
at nakapagdidikit sa ng papel (KPKFM-00-
paggawa ng collage 1.3), pagbakat, pagkopya
(SKMP-00-7) ng larawan, hugis, at titik
 Identify objects in the (KPKFM-00-1.4)
environment that has the  ••Nabibigyang-pansin ang
same shape as a sphere, linya, kulay, hugis at
cube, cylinder (MKSC-00- tekstura ng magagandang
3) bagay na: gawa ng tao
tulad ng mga sariling
gamit, laruan, bote,
sasakyan, gusali (SKPK-
00-2)
 ••Nakalilikha ng iba’t
ibang bagay sa
pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Nakaguguhit,
nakapagpipinta at
Save the Animals Placards
 Naipakikita ang pagtulong
at pangangalaga sa
kapaligiran: pagdidilig ng
mga halaman, pag-aalis
ng mga damo at kalat,
hindi pagsira ng halaman,
pag-aalaga sa hayop
(KMKPKom-00-5)
 ••Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
ibang bagay o gawain.
(SKMP-00-2)
 Tells possible outcomes of
familiar events (e.g., what
to wear on a sunny/rainy
days, running fast on a
wet and slippery corridor,
etc.) (MKAP-00-5)
 Explore simple cause-and-
effect relationships in
familiar events and
situations (PNEKE-00-5)
 Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit
(SKMP-00-1)
 Nakaguguhit,
nakapagpipinta at
nakapagkukulay ng iba’t
 classroom, school and
community (LLKSS-00-2)
 Natutukoy ang iba’t ibang
lugar sa komunidad
(KMKPKom-00-3)
 Trace, copy, and write
Learning different strokes
Checkpoints  race, copy, and write the
letters of the alphabet
 Zz is for Zamboanga
Independent  Playdough: This is my city/province
Activities  Poster: Welcome to ___
 My Beautiful Country
Competencies  Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng
 Put together the pieces of
a puzzle
 Show respect for
differences in culture
nakapagkukulay ng iba’t
ibang bagay o gawain.
(SKMP-00-2)
 Nakapupunit, nakagugupit
at nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
 Talk about the details of
an object/picture like toys,
pets, foods, places
(LLKOL-Id-4)
 Express thoughts, feelings,
fears, ideas, wishes, and
dreams (LLKOL-Ig-9)
 articipate actively in a
dialog or conversation of
familiar topics (LLKOL-
00-10)
 ••Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 Name common
objects/things in the
environment (in school,
home, and community)
(LLKV-00-1)
 Describe common
objects/things in the
environment based on
color, shape, size, and
function/use (LLKV-00-2)
 Identify objects that are
shaped like a sphere
ibang bagay o gawain.
(SKMP-00-2)
 Trace, copy, and write
different strokes:
scribbling (free hand),
straight lines, slanting
lines, combination of
straight and slanting
lines, curves, combination
of straight and curved and
zigzag (LLKH-00-6)
 Trace, copy, and write the
letters of the alphabet:
straight lines (A,E,F,H,I
L,T), combination of
straight and slanting lines
(K, M, N, V, W, X, Y, Z),
combination of straight
and curved lines (B, C, D,
G, J, O, P, Q, R, S, U),
rounded strokes with
loops (LLKH-00-3)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
 Identify ways of taking
care of animals
 mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M, N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
 Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Natutukoy ang magagandang bagay na nakikita sa paligid (SKPK-00-1)
 Nabibigyang-pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na: (a) makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon,
kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa; (b) gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali (SKPK-00-2)
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (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)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Participate actively in a dialog or conversation of familiar topics (LLKOL-00-10)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Natutukoy ang iba’t ibang lugar sa komunidad (KMKPKom-00-3)
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Natutukoy ang magagandang bagay na nakikita sa paligid (SKPK-00-1)
 Nabibigyang-pansin ang linya, kulay, hugis at tekstura ng magagandang bagay na: (a) makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon,
kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa; (b) gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali (SKPK-00-2)
 Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (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)
 Talk about one’s personal experiences/narrates events of the day (LLKOL-Ig-3)
 Express thoughts, feelings, fears, ideas, wishes, and dreams (LLKOL-Ig-9)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Identify the letter Zz, give its sound, and copy or write Zz.
Learning
 Playdough creations reflect actual places/objects in the community
Checkpoints
 Copy or write the name of their city/province and if they are able to draw places and objects they see around
Transition to 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
Meeting 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
 Questions/ Word Wall: city/province Word Wall: Poem: Kapaligiran Share their culture portraits Poem: Kapaligiran
Activity Poem: Kapaligiran Philippines/Pilipinas Poem: Poem: Mundo ay Bilog,
Kapaligiran Kapaligiran
Transition to 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. Encourage
Recess sharing especially if not all children have food.
Supervised Recess
Transition to 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 their hands,
Quiet Time brush their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
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
Story Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
Story Ang Alamat ng Kasoy Magellan Ang Alamat ni Mariang Si Zenia Sa Kagubatan (Part Si Zenia Sa Kagubatan (Part
Makiling 1) 2)
Theme Any age and culturally Any age and culturally Any age and culturally “Si Zenia sa Kagubatan” Part “Si Zenia sa Kagubatan” Part
appropriate story about the appropriate story about the appropriate story about the 1 2
history or legend of the Philippines Filipinos / cultural groups in By Nanelyn Bontoyan By Nanelyn Bontoyan
city/province the Philippines
Pre-reading  Define difficult words.  Define difficult words.  Define difficult words.\  Define difficult words.  Define difficult words.
Activity  Motivation question: What  Motivation question: Which  Motivation question: How  Motivation question: What  Motivation question: Why
is the name of our country do we live in? is our cultural group plants and animals do you do we need to plants trees?
city/province?  Motive question: How did called? see around?  Motive question: Why are
 Motive question: Where did the Philippines become a  Motive question: How is the  Motive question: What plants needed in the story?
the name of our country? cultural group in the story plants and animals do you
city/province come from? called? think are in the story?
During Reading Ask comprehension questions.
Post Reading  Can you retell how our  How did the Philippines  How is the cultural group in  What do you think the  Why are plants needed in
city/province got its name? become a country? the story called? people should do after the the story?
 What do you like about the  How do you feel about calamity?  What can you do to help
Philippines? belonging to this cultural save the environment?
group?
 What makes you unique?
 What is the beginning
sound of the cultural
group’s name?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the
Work Period 2 learners to join their group and do the assigned tasks.
Work Period 2
Teacher- City/Province Patterns Philippine Symbols 1-10 Pictographs 1-10 Sphere Hunt Building 3D Shapes
Supervised
Activity
  Complete patterns (MKSC-  Count objects with one-to-  Collect data on one  Recognize simple shapes in  Nakapagmomolde ng luwad
00-19) one correspondence up to variable (e.g., sex /boys or the environment (MKSC-00- (clay) sa nais na anyo
 Reproduce and extend quantities of 10 (MKC-00- girls) through observation 1) (SKMP-00-6)
patterns (MKSC-00-20) 7) and asking questions  Identify two to three  Naisasagawa ang mga
 Create own patterns  Read and write numerals 0 (MKAP-00-1) dimensional shapes like sumusunod na kasanayan:
(MKSC-00-21) to 10 (MKC-00-3)  Create simple pictographs square, circle, triangle, and pagmomolde ng luwad
Competencies  Transform/translate  Match numerals to a set of (MKAP-00-2) rectangle (MKSC-00-2) (clay), pagbuo ng puzzles
patterns from one form to concrete objects from 0 to  Discuss simple pictographs  Identify objects in the (KPKFM-00-1.5)
another (MKSC-00-22) 10 (MKC-00-4) (MKAP-00-3) environment that has the  Identify objects in the
 Answer questions about the same shape as a sphere, environment that has the
details in a pictograph cube, and cylinder (MKSC- same shape as a sphere,
(LLKSS-00-1) 00-3) cube, cylinder (MKSC-00-
3)
 Complete, reproduce and  Read and write numerals  Create and discuss simple  Identify two to three  Make their own 3d shapes
Learning extend patterns 1 to 10 pictographs, as well as dimensional shapes using playdough
Checkpoints answer questions about
the details in a pictograph
 3D Shapes
Independent  Pretty Patterns
Activities  It’s a Match: Numbers and Animals (1-10)
 Number Concentration: Flags (1-10)
 Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 Identify objects in the environment that has the same shape as a sphere, cube, cylinder (MKSC-00-3)
 Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines, combination of straight and slanting lines, curves, combination of
straight and curved and zigzag (LLKH-00-6)
 Trace, copy, and draw familiar figures (LLKH-00-2)
Competencies  Describe common objects/things in the environment based on color, shape, size, and function/use (LLKV-00-2)
 Create own patterns (MKSC-00-21)
 Transform/translate patterns from one form to another (MKSC-00-22)
 Read and write numerals 0 to 10 (MKC-00-3)
 Count objects with one-to-one correspondence up to the quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0-10 (MKC-00-4)
 Create their own patterns, and transform / translate patterns from one form to another
Learning
 Match numerals to a set of objects up to 10
Checkpoints
 Identify objects in the environment that has the same shape as a sphere, cube, and cylinder
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells
Indoor/Outdoor the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Activities Unstructured Free Play Bataan, Batanes, Batangas, Unstructured Free Play Pass the Ball Unstructured Free Play
Competencies  Nakasasali sa mga laro o  Nakasasali sa mga laro o
 anumang pisikal na anumang pisikal na
gawain at iba’t ibang gawain at iba’t ibang
paraan ng pag-eehersisyo paraan ng pag-eehersisyo
(KPKPF-00-1) (KPKPF-00-1)
 Nagagamit ang mga kilos  Nakapagsisimula ng laro
lokomotor at di-lokomotor (SEKPKN-00-1)
sa paglalaro, pag-  Nakikipaglaro sa dalawa
eehersisyo, pagsayaw o tatlong bata gamit ang
(KPKGM-Ig-3) isang laruan (SEKPKN-
 Naipakikita ang Ig-2)
pagpapahalaga sa  Nagagamit ang mga kilos
maayos na pakikipaglaro: lokomotor at di-lokomotor
pagiging mahinahon, sa paglalaro, pag-
pagsang-ayon sa pasiya eehersisyo, pagsayaw
ng nakararami/reperi, (KPKGM-Ig-3)
pagtanggap ng pagkatalo  Naipakikita ang
nang maluwag sa pagpapahalaga sa maayos
kalooban, pagtanggap ng na pakikipaglaro:
pagkapanalo nang may pagiging mahinahon,
kababaang loob (KAKPS- pagsang-ayon sa pasiya
00-19) ng nakararami/reperi,
pagtanggap ng pagkatalo
nang maluwag sa
kalooban, ppagtanggap ng
pagkapanalo nang may
kababaang loob (KAKPS-
00-19)
 Natutukoy ang
kahalagahan ng
pagpapakita ng positibong
pag-uugali sa harap ng
hindi inaasahang
pangyayari tulad ng
pagkatalo sa laro, atbp.
(SEKPSE-00-8)
 Naipakikita ang
kahandaang sumubok ng
bagong karanasan
(SEKPSE-IIIc-6)
 Identify the positions of
objects using “in,” “on,”
“over,” “under,” “top,”
 and “bottom” (MKSC-00-
12)
Learning
The teacher checks if the learners know the positions “in,” “on,” “over,” “under,” “top,” and “bottom”
Checkpoints
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting
Meeting Time 3 Time 3. A transition song or countdown may be used.
Meeting Time 3
Learner talks about what Learner talks about their Learner talks about the people Learner talks about the Learner talks about how to
Activities city/province or region does country. who live in the Philippines. different features of the take care of their country.
his/her community belong to? Philippines.
Wrap-Up  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Questions / the learners are able to the learners are able to the learners are able to the learners are able to the learners are able to
Activity name and describe their identify the Philippines identify Filipino as the give some of the different give details on how they
city/province or region. and point to the map people of the Philippines, beautiful places in the can contribute in keeping
his/her city/province or and identify him/herself as Philippines and some of the Philippines nice and
region. being Filipino. the unique cultural beautiful.
features.
Dismissal Routine
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 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
these 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?