Kindergarten School VILLA APOLONIA ELEMENTARY SCHOOL
Daily Lesson Log Teacher JANES A. ARQUINEZ
Content Focus
Most Essential
Learning
Competencies
BLOCKS OF MONDAY
TIME (October 10, 2022)
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
Messages Ang mata ay ginagamit sa
paningin. Nakakikita ako
ng iba’t ibang bagay sa
aking paligid na may mga
kulay at mga hugis.
Ginagamit ko rin ang
mata para makita ang
aking binabasa, sinusulat
at ginuguhit.
Questions  Ano ang gamit ng ating
mga mata?
 Anong mga bagay sa
paligid ang nakikita na
ating mga mata?
Teaching Dates October 10-14, 2022
Week No. 8
Ang Limang Pandama Quarter One
Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
TUESDAY WEDNESDAY THURSDAY FRIDAY
(October 11, 2022) (October 12, 2022) (October 13, 2022) (October 14, 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
Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan
MEETING TIME 1
7:10 am – 7:20 am
11:10 am-11:20 am
(10 Minutes)
Ako ay may dalawang Ang ilong ay ginagamit sa Ang dila ay ginagamit na Ang kamay ay ginagamit
tainga. Nakaririnig ako pang-amoy. Naaamoy ng panlasa. Nalalasahan ng na pandama. Nadadama
gamit ang aking mga aking ilong ang mga aking dila ang iba’t ibang ko ang mga bagay sa
tainga. Tunog ng bagay sa paligid. May pagkain. May matamis, aking paligid. May
sasakyan, tunog ng mga mababango at maalat, maasim, at malambot, matigas,
hayop at tunog ng mga mababahong amoy. mapait. makinis at magaspang na
bagay ay aking naririnig. bagay.
Sa tulong ng aking mga
tainga, nalalaman ko kung
ang tunog sa aking paligid
ay malakas o mahina.
 Ilan ang ating tainga?  Ano ang gamit ng ating  Ano ang gamit ng ating  Ilan ang ating mga
Ano ang gamit ng mga ilong? dila? kamay? Ano ang mga
ito? gamit nito?
 Anong mga bagay sa  Anong mga pagkain
 Magbigay ng paligid ang may ang matamis? Maalat?  Magbigay ng mga
mahihinang tunog na mabangong amoy? Maasim? Mapait? bagay na malambot?
 maaaring marinig ng Mabahong amoy? Matigas? Makinis?
(Isulat ang sagot ng mga ating mga tainga? (Isulat ang sagot ng mga Magaspang?
bata at talakayin ito.) Malalakas na tunog? (Isulat ang sagot ng mga bata at talakayin ito.)
bata at talakayin ito.) (Isulat ang sagot ng mga
(Isulat ang sagot ng mga bata at talakayin ito.)
bata at talakayin ito.)

Competencies  Name the five senses and their corresponding body parts (PNEKBS-Ic-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- Eye Book Poster Making: Sounds Smelling Jars Name the Taste Touch and Tell
Supervised (KTG, p. 98) We Hear (KTG, p. 98) (KTG, p. 111) (KTG, p. 113) (KTG, p. 111-112)
Activity
 Natutukoy ang  Identify familiar sounds  Use the senses to  Use the senses to  Use the senses to
magagandang bagay na in the environment observe and perform observe and perform observe and perform
nakikita sa paligid (LLKAPD-Ie-1) simple experiments in simple experiments in simple experiments in
(SKPK-00-1) classifying objects classifying objects classifying objects
 Use the senses to (e.g., texture – (e.g., texture – (e.g., texture –
observe the soft/hard, soft/hard, soft/hard,
environment smooth/rough; taste – smooth/rough; taste – smooth/rough; taste –
(PNEKBS-Ic-5) salty, sweet, sour) salty, sweet, sour) salty, sweet, sour)
(PNEKBS-Id-6) (PNEKBS-Id-6) (PNEKBS-Id-6)
 Talk about the details  Classify objects
of an object/picture according to
Competencies like toys, pets, foods, observable properties
places (LLKOL-Id-4) like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
 Demonstrate an
understanding that
objects are made from
one or more materials
like metal, plastic,
wood, paper
(PNEKPP-00-2)
  Appreciate beautiful  Identify familiar  Use their senses to  Use the senses to  Use their senses to
things around them sounds in the perform simple perform simple perform simple
Learning using their eyes environment experiments in experiments in experiments in
Checkpoints classifying objects classifying objects classifying objects
(good/bad smell) (taste – salty, sweet, (texture – soft/hard)
sour)
 Binoculars (KTG, p. 99)
Independent  Echoing Sounds (KTG, p. 100)
Activities  Smell and Match (KTG, p. 113)
 Food Chart: Sweet, Sour, Bitter, Salty Foods (KTG, p. 114)
 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)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon
ng gamot (SKMP-00-8)
 Tell if the sound is loud/soft, high/low (LLKAPD-Id-4)
 Listen discriminately and respond appropriately, i.e., speak loudly/softly when asked, asked to adjust the volume of television/radio
Competencies
(LLKAPD-Id-6)
 Use the senses to observe and perform simple experiments in classifying objects (e.g., texture – soft/hard, smooth/rough; taste – salty,
sweet, sour) (PNEKBS-Id-6)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Use recycled materials
Learning  Use listening skills to understand and echo messages
Checkpoints  Use the senses to observe and perform simple experiments in classifying objects
 Sort and classify objects according to one attribute/property (taste)
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 Tula: Mata (KTG, p. 106) Play a fast tune and a Song: Little Nose Tula: Ang Aking Bibig Song: Malambot at
slow one. (KTG, p. 120) (KTG, p. 120) Matigas / Magaspang at
Talk about the uses of the Makinis
eyes in the poem How do you know when (KTG, p. 120)
to dance slow or fast?

What part of your body

 helps you respond to the
music played?
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.
QUIET 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 the eyes. story about ears. story about the nose. story about the mouth, story about the hands
tongue, or tasting. and the objects that are
 Define difficult words.  Define difficult words.  Define difficult words. soft and hard.
 Define difficult words.
 Motivation question:  Motivation question:  Motivation question:  Define difficult words.
What can you do with What can you do with What are the things  Motivation question:
your eyes? your ears? that you smell? What can you do with  Motivation question:
your mouth? What objects can you
 Motive question: What  Motive question: What  Motive question: What touch that is soft?
do you think will sounds can be heard are the smells in the  Motive question: What Hard?
happen if the character in the story? story? do you think are the
in the story did not have things that the mouth  Motive question: What
eyes? did in the story? do you think are the
objects that are soft
and hard in the story?
During Reading Ask comprehension questions.
Post Reading  What are the things that  What sounds were  What did the  What did the  What are the hard and
the characters did with heard in the story? characters do with characters do with soft objects in the
 the different parts of the
face?
 I will give you a part of
the face and another
word. Tell me if the
words rhyme with each
other. (Guide the
learners in doing the
activity, e.g., ilong -
talong)
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.
Teacher- Pairs of Eyes
Supervised (KTG, p. 101)
Activity
 Count objects with one-
to-one correspondence
up to quantities of 10
(MKC-00-7)
 Match object, pictures
based on properties
/attributes in one-to-one
correspondence
Competencies (MKAT-00-1)
 Tell which
objects/pictures are the
same based on color,
shape, size, direction,
and other details (T-
shirt with collar and
without collar)
(LLKVPD-Id-1)
Learning  Tell which pictures
their hands?
 Listen carefully.
Identify what sounds  What would have
are from inside and happened if the
outside the classroom. characters did not
have hands?
WORK PERIOD 2
8:55 am – 9:40 am
12:55 pm-1:40 pm
(45 Minutes)
Number Book of Pairs Same and Different:
(KTG, p. 102) Smell
(KTG, p, 114-115)
 Count objects with one-  Use the senses to
to-one correspondence observe and perform
up to quantities of 10 simple experiments in
(MKC-00-7) classifying objects (e.g.,
 Identify one’s basic texture – soft/hard,
body parts smooth/rough; taste –
(PNEKBS-Id-1) salty, sweet, sour)
 Tell which (PNEKBS-Id-6)
objects/pictures are the  Classify objects
same based on color, according to observable
shape, size, direction, properties like size,
and other details (T- color, shape, texture,
shirt with collar and and weight)
without collar) (PNEKPP-00-1)
(LLKVPD-Id-1)
 Count body parts with  Use their senses to
their mouths? story?
 What will happen if a  How many syllables
person does not have a are the names of
mouth? objects that are hard?
 How many syllables
are the names of
objects that are soft
 (Demonstrate how to
count the number of
syllables by clapping)
Favorite Food Survey Lift the Bowl (concrete
(KTG, p, 116) up to quantities of 3)
(KTG, p. 115)
 Count objects with one-  Count objects with
to-one correspondence one-to-one
up to quantities of 10 correspondence up to
(MKC-00-7) quantities of 10
 Collect data on one (MKC-00-7)
variable (e.g., sex /boys  Combine elements of
or girls) through two sets using concrete
observation and asking objects to represent the
questions concept of addition
(MKAP-00-1) (MKAT-00-3)
 Create simple  Add quantities up to 10
pictographs (MKAP- using concrete objects
00-2) (MKAT-00-8)
 Discuss simple
pictographs (MKAP-
00-3)
 Collect data on one  Combine elements of
 are the same based on one-to-one observe and perform variable (favorite two sets using
color, shape, and size, correspondence simple experiments in food), create and concrete objects to
Checkpoints and match them in classifying objects discuss simple represent the concept
one-to-one (same and different pictographs of addition (up to 3)
correspondence smells)
 Same and Different Sounds (KTG, p. 102-103)
Independent  Spin the Bottle (KTG, p. 103)
Activities  Same and Different: Shapes (KTG, p. 104)
 Food Picture Card Sort (KTG, p. 117)
 Identify familiar sounds in the environment (LLKAPD-Ie-1)
 Differentiate a soft from a loud sound/high from low (LLKAPD-Ie-5)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
(LLKVPD-Id-1)
Competencies  Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Use the senses to observe the environment (PNEKBS-Ic-5)
 Use the senses to observe and perform simple experiments in classifying objects (texture – soft/hard, smooth/rough; taste – salty, sweet,
sour) (PNEKBS-Id-6)
 Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
 Identify familiar sounds in the environment and differentiate a soft from a loud sound/high from low
Learning  Tell which pictures are the same based on color
Checkpoints  Identify two to three-dimensional shapes
 Describe objects based on their taste
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)
Pin the Eyes Blindfold Game Ilong, Ilong, Ilong Food Henyo Soft-Hard Relay
Activities (KTG, p. 105) (KTG, p. 106) (KTG, p. 119) (KTG, p. 119-120) (KTG, p. 119)

Competencies  Name the five senses  Identify familiar sounds  Identify one’s basic  Talk about the details  Nakasasali sa mga
and their in the environment body parts of an object/picture like laro, o anumang
corresponding body (LLKAPD-Ie-1) (PNEKBS-Id-1) toys, pets, foods, places pisikal na gawain at
parts (LLKOL-Id-4) iba’t ibang paraan ng
(PNEKBS-Ic-3)  Describe objects based pag-eehersisyo
on attributes/properties (KPKPF-00-1)
 (shapes, size, its use  Nagagamit ang mga
and functions) kilos lokomotor at di-
(MKSC-00-4) lokomotor sa
paglalaro, pag-
eehersisyo,
pagsasayaw
(KPKGM-Ig-3)
 Sort and classify
objects according to
one attribute/property
(shape, color, size,
function/use) (MKSC-
00-6)
 Classify objects
according to
observable properties
like size, color, shape,
texture, and weight)
(PNEKPP-00-1)
 Know the five senses and their corresponding body part
 Demonstrate the use of the five senses
Learning
 Describe or describe objects based on attributes/ properties
Checkpoints
 Classify objects according to texture
 Play cooperatively with a partner
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)
Activities  Learners give the  Learners give the  Learners identify the  Learners identify the  Learners identify the
function and function and objects with good and parts of the mouth soft and hard objects
importance of their importance of their bad smells using their and recall that tongue using their hands.
eyes. ears. noses. is for tasting.
Wrap-Up  The teacher takes  The teacher takes note  The teacher takes note  The teacher takes note  The teacher takes note
Questions/ Activity note if the learners if the learners if the learners are able if the learners are able if the learners are
appreciate having appreciate having to distinguish the to distinguish the able to distinguish
eyes. ears. different smells using different parts of their soft and hard objects
their noses. mouth. using their hands.
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