Kindergarten School Pulong Saging Elementary School Teaching Dates January 9-13, 2023

Daily Lesson Log Teacher Kathreen A. Gabog Week No. 8

Content Focus Gusto at Hindi Gusto Quarter Second
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
Competencies appropriate descriptive 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
(7:30am-7:40am)
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
(7:40am-7:50am)
Messages Mayroon tayong mga Mayroon tayong mga Mayroon tayong mga May mga kaibigan kang May mga lugar na
gusto at di gustong gusto at di gustong gusto at di gustong laro. gusto at hindi gusto. gusto at hindi gustong
pagkain. Ugaliing alagang hayop. Mahalaga ang May mga laruan kang puntahan tulad ng
kumain ng mga Pahalagahang mabuti pagpapakita ng pinakagusto at hindi palengke, paaralan,
masustansiyang ang mga alagang hayop positibong pag-uugali gusto. Magkakaiba man simbahan at palaruan.
pagkain upang lumakas dahil malaki ang sa harap ng hindi ng gusto at hindi gusto Maaring ito ay
ang iyong katawan at kanilang naitutulong. inaasahang pangyayari tandaan mo na kapag pinakagustong
resistensiya. tulad ng pagkatalo sa ikaw ay nakikipaglaro, puntahan, ang iba
laro. Kailangan mong maging naman ay hindi gusto.
mabait at huwag Magkakaiba man ng
makikipagtalo sa iyong gustong lugar, laging
mga kaibigan. isaisip na kailangang
mag-ingat at
panatilihing malinis
ang lugar na iyong
pupuntahan.

Questions  Ano ang iyong mga  Ano ang iyong  Ano ang iyong  Ano ang pakiramdan  Anong lugar sa
paboritong gusto? paboritong alagang paboritong laro? ng pagkakaroon ng komunidad ang
hayop? kaibigan? paborito mong
 Anong mga pagkain  Mayroon ka bang di puntahan?
ang di mo gusto?  Anong mga hayop sa gustong laro?  Ano ang iyong
 paligid ang paboritong laruan?  Ano ang ating mga
 Ano ang maidudulot kinakatakutan mo?  Paano maipapakita Di gustong laruan? dapat tandaan sa
ng masusustansiyang ang positibong pag- tuwing tayo ay
pagkain sa ating  Paano natin uugali sa mga hindi  Paano natin bumibisita sa isang
katawan? mapapangalagaan inaasahang maipapakita ang lugar?
ang mga hayop sa pangyayari sa iba’t mabuting pakikitungo
ating paligid? ibang laro? sa ating mga
kaibigan?

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
Work Period 1 assigned tasks within the allotted time.
Work Period 1
(7:50am-8:35am)
Teacher- My Favorite Food Class Favorite Animals Shadow Match: Games Coloring: I Love My Playdough: My
Supervised Booklet Survey Friends Favorite Community
Activity Introduce Letter Uu Places
Introduce Letter Gg
 Talk about  Talk about  Talk about  Talk about  Talk about
likes/dislikes (foods, likes/dislikes (foods, likes/dislikes (foods, likes/dislikes (foods, likes/dislikes
pets, toys, games, pets, toys, games, pets, toys, games, pets, toys, games, (foods, pets, toys,
friends, places) friends, places) friends, places) friends, places) games, friends,
(LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) (LLKOL-Ic-15) places)
 Talk about family  Talk about family  Talk about family  Talk about family (LLKOL-Ic-15)
members, pets, toys, members, pets, toys, members, pets, toys, members, pets, toys,  Talk about family
foods, or members of foods, or members of foods, or members of foods, or members of members, pets,
the community using the community using the community using the community using toys, foods, or
various appropriate various appropriate various appropriate various appropriate members of the
Competencies descriptive words descriptive words descriptive words descriptive words community using
(LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) (LLKOL-00-5) various
 Talk about the  Name common  Nasasabi, nakikilala appropriate
details of an animals (PNEKA- at naipakikita ang descriptive words
object/picture like Ie-1) kahalagahan ng (LLKOL-00-5)
toys, pets, foods,  Collect data on one pakikibahagi  Talk about the
places variable (e.g., (pagbabahagi ng details of an
(LLKOL-Id-4) sex/boys or girls) pagkain, laruan, object/picture like
through observation gamit) (KAKPS-00- toys, pets, foods,
and asking questions 16) places
(MKAP-00-1) (LLKOL-Id-4)
  Draw their favorite  Make a simple  Match picture-to-  Talk about their  Make a miniature
foods graph about their picture experiences about of their favorite
Learning
favorite animals correspondence having a friend and places using
Checkpoints
sharing toys with playdough
them
 My Letter Gg, Uu Booklet
Independent  Letter Gg, Uu Mosaic
Activities  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
Transition to
minutes, the teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition
Meeting Time 2
song or a countdown may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Song: Bahay Kubo Let the learners talk Let the learners share Song: The More We Get Let the learners present
about their favorite pet. their experiences on Together their work.
Let the learners share sharing toys with their
the importance of friends.
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/health
Transition to break by sanitizing their hands.
Health Break/
Quiet Time 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 bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
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
Transition to Story
learners are ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(9:10am-9:25am)
Story
Pre-reading  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and
Activity culturally culturally culturally culturally culturally
appropriate story appropriate story appropriate story appropriate story appropriate story
about children’s about children’s about children’s about friendship. about children’s
favorite food. favorite pet. favorite game. favorite place.
 Define difficult
 Define difficult  Define difficult  Define difficult words.  Define difficult
words. words. words. words.
 Motivation question:
 Motivation question:  Motivation question:  Motivation question: Do you have friends?  Motivation question:
What is your favorite What is the name of Do you play games? Can you name them? If you have given a
food? your favorite pet? What is your favorite chance to visit a
outdoor game?  Motive question: place, what it would
 Motive question: Why  Motive question: How does it feel to be?
do we need to eat Where do the  Motive question: have a friend?
healthy food? animals live in the How do playing  Motive question:
story? games makes us fit How does it feel to
and healthy? be on your favorite
place?
During Reading Ask comprehension questions.
Post Reading  What is the favorite  What is the name of  What is the  Who are the  What is the
food of the character the character’s pet character’s favorite characters in the character’s favorite
in the story? in the story? game? story? place?

 What happened to  How did the  Why doesn’t he want  What are their  Why does he want to
him when he keeps character show love to play with his favorite games visit the place more
on eating unhealthy and care for his friends? during past time? often?
food? pet?
 What did his friends
 What did the do to get him play
character learn from with them?
his friends?
Transition to After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities,
Work Period 2 answers any questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher- Adding numbers using Adding numbers using Adding numbers using Adding numbers using Walk the Number Line
Supervised concrete figures up to concrete figures up to concrete figures up to concrete figures up to
 quantities of 10 (Foods) quantities of 10 quantities of 10 quantities of 10 (Toys)
Activity
(Animals) (Games)
 Combine elements of  Combine elements of  Combine elements of  Combine elements of  Recognize and
two sets using two sets using two sets using two sets using identify numerals 0
concrete objects to concrete objects to concrete objects to concrete objects to to 10
represent the concept represent the concept represent the concept represent the concept (MKC-00-2)
of addition of addition of addition of addition  Rote count up to 20
(MKAT-00-3) (MKAT-00-3) (MKAT-00-3) (MKAT-00-3) (MKSC-00-12)
 Recognize the words  Recognize the words  Recognize the words  Recognize the words
“put together,” “add “put together,” “add “put together,” “add “put together,” “add
to,” and “in all” that to,” and “in all” that to,” and “in all” that to,” and “in all” that
Competencies
indicate the act of indicate the act of indicate the act of indicate the act of
adding whole adding whole adding whole adding whole
numbers numbers numbers numbers
(MKAT-00-26) (MKAT-00-26) (MKAT-00-26) (MKAT-00-26)
 Write addition  Write addition  Write addition  Write addition
number sentences number sentences number sentences number sentences
using concrete using concrete using concrete using concrete
representations representations representations representations
(MKAT-00-10) (MKAT-00-10) (MKAT-00-10)  (MKAT-00-10)
 Add numbers using  Add numbers using  Add numbers using  Add numbers using  Sequence numbers
Learning
concrete figures up concrete figures up concrete figures up concrete figures up
Checkpoints
to quantity of 10 to quantity of 10 to quantity of 10 to quantity of 10
 Block Play
Independent  Playdough Numbers
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)
Learning  Identify numerals 0 to 10
Checkpoints  Match numerals to corresponding number of objects
 Compare quantities
  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
Indoor/ Light Physical Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for
Physical Activity Indoor/Light Physical Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play Unstructured Free Play
Activities
 Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga  Nakasasali sa mga
laro, o anumang laro, o anumang laro, o anumang laro, o anumang laro, o anumang
pisikal na gawain at pisikal na gawain at pisikal na gawain at pisikal na gawain at pisikal na gawain at
iba’t ibang paraan iba’t ibang paraan iba’t ibang paraan iba’t ibang paraan ng iba’t ibang paraan
ng pageehersisyo ng pageehersisyo ng pageehersisyo pageehersisyo ng pageehersisyo
(KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1) (KPKPF-00-1)
 Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga
kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at
lokomotor sa lokomotor sa lokomotor sa lokomotor sa di-lokomotor sa
Competencies paglalaro, pag- paglalaro, pag- paglalaro, pag- paglalaro, pag- paglalaro, pag-
eehersisyo, eehersisyo, eehersisyo, eehersisyo, eehersisyo,
pagsasayaw pagsasayaw pagsasayaw pagsasayaw 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 pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa pagpapahalaga sa
maayos na maayos na maayos na maayos na maayos na
pakikipaglaro pakikipaglaro pakikipaglaro pakikipaglaro 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
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
Meeting Time 3 ready to do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
Activities  The learners talk  The learners talk  The learners talk  The learners talk  The learners talk
about the foods that about the about the games about their friends. about their favorite
they like and importance of taking they like and dislike. places.
dislike. good care of the
animals in the
environment.
Wrap-Up  The teacher checks  The teacher checks if  The teacher checks if  The teacher checks  The teacher checks
 Questions/ if the learners can the learners can the learners can talk if the learners can if the learners were
Activity talk about the identify the different about the talk about the able to identify
importance of animals in the importance of importance of their favorite
eating healthy environment. having good attitude sharing toys with places in the
foods. towards unwanted their friends. community.
situations while
playing games.
Dismissal
The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Routine

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:

KATHREEN A. GABOG VICTORINA A. MENDOZA

Teacher Master Teacher I