Kindergarten School VILLA APOLONIA ELEMENTARY SCHOOL Teaching Dates September 19-23, 2022

Daily Lesson Log Teacher JANES A. ARQUINEZ Week No. 5

Content Focus Ako ay May Damdamin Quarter One
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

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
7:00 am – 7:10 am
11:00 am–11:10 am
10 minutes
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
7:10 am – 7:20 am
11:10 am-11:20 am
(10 Minutes)
Messages Naipapakita ko aking Naipapakita ko aking May mga bagay na May mga bagay na May mga bagay na
emosyon o nararamdaman emosyon o nararamdaman magkatulad kagaya ng magkatulad kagaya ng magkatulad kagaya ng
sa iba’t ibang paraan. sa 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  Alin sa grupo ng mga  Alin sa grupo ng mga  Alin sa grupo ng mga
naipapakita ang iyong mo? bilang o numero ang letra ang salita ang
nararamdaman? magkapareho? magkapareho? magkapareho?
 Ano ang bagay na
 Ano ang kinakatakutan mo? (Use a different set of
nakapagpapasaya sa numbers.) (Use a different set of (Use a different set of
iyo? 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)
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
Period 1 tasks within the allotted time.
WORK PERIOD 1
7:20 am – 8:05 am
11:20 am-12:05 pm
(45 Minutes)
Teacher- Emotion Stick Puppets Paint Feelings Which Numbers are the Same Letters Recognition Word Match (Worksheet)
Supervised (KTG, p. 69) (KTG, p. 69-70) Same? (Worksheet) (Worksheet)
Activity
 Nakikilala ang mga  Nakikilala ang mga  Tell which two letters,  Tell which two letters,  Tell which two letters,
pangunahing emosyon pangunahing emosyon numbers, or words in a numbers, or words in a numbers, or words in a
(tuwa, takot, galit, at (tuwa, takot, galit, at group are the same group are the same group are the same
lungkot) lungkot) (LLKVPD-Ie-4) (LLKVPD-Ie-4) (LLKVPD-Ie-4)
(SEKPSE-00-11) (SEKPSE-00-11)  Recognize and identify  Identify the letters of
 Naisasagawa ang mga  Nakalilikha ng iba’t numerals 0 to 10 the alphabet (mother
sumusunod na ibang bagay sa (MKC-00-2) tongue, orthography)
kasanayan: pagbakat, pamamagitan ng (LLKAK-Ih-3)
pagkopya ng larawan, malayang pagguhit
hugis, at titik (SKMP-00-1)
(KPKFM-00-1.4)  Nakaguguhit,
Competencies
 Express thoughts, nakapagpipinta at
feelings, fears, ideas, nakapagkukulay ng iba’t
wishes, and dreams ibang bagay o gawain
(LLKOL-Ig-9) (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)

Learning  Recognize the basic  Express their emotions  Identify the same  Identify the same  Identify the same
Checkpoints emotions through art numbers in a group letters in a group words in a group
Independent  Feeling Cubes (KTG, p. 71)
  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
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown
Meeting Time 2
may be used.
MEETING TIME 2
8:05 am– 8:15 am
12:05 pm-12:15 pm
(10 Minutes)
Questions/Activity Song: If You’re Happy Let the learners present Let the learners present Let the learners present Song: I Have Feelings
and 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
Transition to 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.
QUIT TIME/HEALTH BREAK
8:15 am – 8:25 am
12:15 pm-12:25 pm
(10 Minutes)
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
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
STORY/RHYMES/
POEMS/SONGS
8:25 am – 8:55 am
12:25 pm-12:55 pm
(30 Minutes)
Story
 Pre-reading  Theme: Any age and a  Theme: Any age and  Theme: Any age and a  Theme: Any age and a  Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about being story about being story about the same story about the same story about different
happy. scared/afraid. letters. numbers. emotions.

 Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.

 Motivation question:  Motivation question:  Motivation question:  Motivation question:  Motivation question:
What makes you happy? What makes you What letters make up Can we count 1 to 10? What are you feeling
scared/afraid? your name? today?
 Motive question: What  Motive question:
do you think are the  Motive question: What  Motive question: Where can we use  Motive question: What
things that will make do you think are the Which letters in your numbers? do you think the
the people in the story things that will make name are the same? characters will feel in
happy? the people in the story the story based on the
scared/ afraid? picture on the cover?

During Reading Ask comprehension questions.

Post Reading  What made the people  What made the people  Who are the characters  What are the names of  Who hat did the
happy in the story? in the story scared? in the story? the characters in the characters feel?
story?
 If you felt sad, what will  What can you do so  Why do the characters  What made you say so?
you do to feel happy? that you will not be have the same letters  What did you learn
scared anymore? in their names? from the story?  How were these
feelings expressed?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
WORK PERIOD 2
8:55 am – 9:40 am
12:55 pm-1:40 pm
(45 Minutes)
Teacher- Emotions Pattern Playdough Emotions Graphing Emotions Writing Number (2) Hand Game
Supervised (KTG, p. 73) (KTG, p. 74) (KTG, p. 74-75) (KTG, p. 73-74)
Activity
Competencies  Complete patterns  Nakikilala ang mga  Count objects with  Recognize and identify  Count objects with
(MKSC-00-19) pangunahing emosyon one-to-one numerals 0 to 10 one-to-one
 Reproduce and extend (tuwa, takot, galit, at correspondence up to (MKC-00-2) correspondence up to
patterns lungkot) quantities of 10  Read and write quantities of 10
(MKSC-00-20) (SEKPSE-00-11) (MKC-00-7) numerals 0 to 10 (MKC-00-7)
 Create own patterns  Naisasagawa ang mga  Compare two groups (MKC-00-3)  Tell that the quantity of
 (MKSC-00-21) sumusunod na of objects to decide a set of objects does
 Transform/translate kasanayan: which is more or less, not change even
patterns from one form pagmomolde ng luwad or if they are equal though the
to another (MKSC-00- (clay), pagbuo ng (MKC-00-8) arrangement has
22) puzzles (KPKFM-00-  Create simple changed (i.e., the child
1.5) pictographs (MKAP- should be able to tell
 Nakapagmomolde ng 00-2) that one set of counters
luwad (clay) sa nais  Discuss simple placed in one-to-one
na anyo pictographs (MKAP- correspondence and
(SKMP-00-6) 00-3) then rearranged still
has the same quantity)
(MKSC-00-23)
 Add quantities up to 10
using concrete objects
(MKAT-00-8)
 Complete patterns,  Mold playdough into  Compare two groups  Trace and write  Tell that the quantity
reproduce and extend recognizable figures of objects to decide number 2 of a set of objects does
patterns, create their which is more or less, not change even
Learning
own patterns, and or if they are equal though the
Checkpoints
transform/ translate  Create and discuss arrangement has
patterns from one simple pictographs changed
form to another
 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
Learning small/smaller/smallest)
Checkpoints  Understand the number concept of 1-3
 Identify which numbers in a given set are the same
 Match the same numbers
 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.
Indoor/ Light After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity.
Physical Activity A transition song or countdown may be used.
INDOOR/OUTDOOR
9:40 am – 9:55 am
1:40 pm-1:55 pm
(20 Minutes)
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  Naisasagawa ang mga  Nakikilala ang mga  Naisasagawa ang mga  Nakikilala ang mga
sariling kakayahan sa sumusunod na kilos pangunahing sumusunod na kilos pangunahing emosyon
iba’t ibang paraan, lokomotor sa emosyon (tuwa, takot, lokomotor sa (tuwa, takot, galit, at
hal. pag-awit, pagtugon sa ritmong galit, at lungkot) pagtugon sa ritmong lungkot)
pagsayaw, at iba pa mabagal at mabilis (SEKPSE-00-11) mabagal at mabilis (SEKPSE-00-11)
(SEKPSE-If-2) (paglakad, pagtakbo,  Nakasasali sa mga (paglakad, pagtakbo,  Nakasasali sa mga
 Nakikilala ang mga pagkandirit, laro, o anumang pagkandirit, laro, o anumang
pangunahing emosyon paglundag/pagtalon, pisikal na gawain at paglundag/pagtalon, pisikal na gawain at
(tuwa, takot, galit, at paglukso) iba’t ibang paraan ng paglukso) iba’t ibang paraan ng
lungkot) (KPKGM-Ie-2) pag-eehersisyo (KPKGM-Ie-2) pag-eehersisyo
(SEKPSE-00-11)  Nagagamit ang mga (KPKPF-00-1)  Nagagamit ang mga (KPKPF-00-1)
 Nakagagalaw (martsa, kilos lokomotor at di-  Nagagamit ang mga kilos lokomotor at di-  Nagagamit ang mga
palakpak, tapik, lokomotor sa kilos lokomotor at di- lokomotor sa kilos lokomotor at di-
padyak, lakad, lundag paglalaro, pag- lokomotor sa paglalaro, pag- lokomotor sa
at iba pa) nang angkop eehersiyo, paglalaro, pag- eehersiyo, paglalaro, pag-
sa ritmo at indayog pagsasayaw eehersisyo, pagsasayaw eehersisyo,
bilang tugon sa himig (KPKGM-Ig-3) pagsasayaw (KPKGM-Ig-3) pagsasayaw
na (KPKGM-Ig-3) (KPKGM-Ig-3)
napapakinggan/awit  Listen discriminately
na kinakanta and respond
(KPKPF-Ia-2) appropriately, i.e.,
 Naisasagawa ang speak loudly/softly
paggalaw/pagkilos ng when asked, asked to
iba’tibang bahagi ng adjust volume of
katawan sa saliw ng television/radio
awitin nang may (LLKAPD-Id-6)
kasiyahan (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
Meeting Time 3 do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
MEETING TIME 3
9:55 am – 10:00 am
1:55 pm-2:00 pm
(5 Minutes)
 Learners share how  Learners share what  Learners identify the  Learners identify the  Learners identify the
they express their they do when they are same numbers in a same letters in a same words in a
feelings with the angry or scared. group. group. group.
Activities people around them.
 Learners share what
they do when they are
happy or sad.
Wrap-Up  The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/ Activity
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:

JANES A. ARQUINEZ LERMA C. ANGUE

Teacher I Head Teacher I