Kindergarten School VILLA APOLONIA ELEMENTARY SCHOOL Teaching Dates September 26-30, 2022

Daily Lesson Log Teacher Janes A. Arquinez Week No. 6

Content Focus Ako ay May Katawan Quarter One
Most Essential 1. Recognize symmetry (own body, basic shapes) (MKSC-00-11)
Learning 2. Identify one’s basic body parts (PNEKBS-Id-1)
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (September 26, 2022) (September 27, 2022) (September 28, 2022) (September 29, 2022) (September 30, 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 Ang bawat isa sa atin ay Lahat tayo ay may pang- Tayo ay may ibabang Ang ating puso, baga, Ang ating katawan ay
may itaas na bahagi ng gitnang bahagi ng bahagi ng katawan. Ito ay atay, buto, at tiyan ay may magkapares na
katawan. Ito ay ang ating katawan. Ito ay binubuo ang ating tuhod, binti, paa matatagpuan sa loob ng bahagi tulad ng tainga,
mata, ilong, tainga, at ng ating balikat, kamay, sakong, at daliri ng paa. ating katawan. Ito ang mata, kamay at paa. Ang
bibig. Ginagamit ito siko, at tiyan. Ito ang Ito ang tumutulong sa atin mga responsable sa ibang bahagi ng ating
upang magawa ang pang tumutulong sa atin upang upang tayo ay makalakad, maayos na koordinasyon mga katawan ay maaaring
araw-araw na gawain. tayo ay makagalaw ng makatalon at makatakbo. ng ating katawan. hatiin sa dalawang
maayos. magkapantay na bahagi
na tinatawag na
symmetry.

Questions  Ano ang mga  Ano ang mga  Ano ang mga  Ano ang mga  Anong mga bahagi ng
matatagpuan sa itaas matatagpuan sa matatagpuan sa matatagpuan sa loob ating katawan ang
na bahagi ng ating gitnang bahagi ng ating ibabang bahagi ng na bahagi ng agting magkapares?
katawan? katawan? ating katawan? katawan?

 Maari mo bang ituro  Maari mo bang ituro  Maari mo bang ituro  Maari mo bang ituro
 ang mga ito? ang mga ito? ang mga ito? ang mga ito?

(Gumamit ng larawan
para rito.)

Competencies  Recognize symmetry (own body, basic shapes) (MKSC-00-11)

 Identify one’s basic body parts (PNEKBS-Id-1)
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- Balangkas ng Katawan Hand Tracing Foot Print Body Tracing Poster: Playdough: My Body
Supervised (KTG, p. 83) (KTG, p.83) (KTG, p.83-84) What’s inside our body? (KTG, p 84)
Activity (KTG, p 84)
 Naisasagawa ang mga  Trace, copy, and write  Nakaguguhit,  Identify one’s basic  Naisasagawa ang mga
sumusunod na different strokes: nakapagpipinta at body parts sumusunod na
kasanayan: pagbakat, scribbling (free hand), nakapagkukulay ng (PNEKBS-Id-1) kasanayan:
pagkopya ng larawan, straight lines, slanting iba’t ibang bagay o  Tell the function of pagmomolde ng luwad
hugis, at titik lines, combination of gawain (SKMP-00-2) each basic body part (clay), pagbuo ng
(KPKFM-00-1.4) straight and slanting (PNEKBS-Id-2) puzzles (KPKFM-00-
 Identify one’s basic lines, curves, 1.5)
body parts combination of straight  Nakapagmomolde ng
(PNEKBS-Id-1) and curved and zigzag luwad (clay) sa nais na
Competencies (LLKH-00-6) anyo (SKMP-00-6)
 Naisasagawa ang mga  Identify one’s basic
sumusunod na body parts
kasanayan: pagpilas/ (PNEKBS-Id-1)
paggupit/ pagdikit ng
papel (KPKFM-00-
1.3), pagbakat,
pagkopya ng larawan,
hugis, at titik
(KPKFM-00-1.4)
 Trace the outline and  Trace, copy, and write  Stamp their feet  Tell the function of  Mold playdough into a
Learning
identify one’s basic different strokes each basic body part recognizable human
Checkpoints
body parts figure
Independent  Picture Puzzle (Body Parts)
Activities  Shape Poster: Square
  People Collage: How do they Move?
 Shadow Match
 Identify one’s basic body parts (PNEKBS-Id-1)
 Naisasagawa ang mga sumusunod na kasanayan: pagtiklop ng papel (KPKFM-00-1.2), pagpilas/paggupit/pagdikit ng papel (KPKFM-
00-1.3)
 Recognize symmetry (own body, basic shapes) (MKSC-00-11)
 Recognize simple shapes in the environment (MKSC-00-1)
Competencies  Identify two to three-dimensional shapes: square, circle, triangle, rectangle (MKSC-00-2)
 Demonstrate movements using different body parts (PNEKBS-Ic-3)
 Describe the movement of objects like, straight, round and round, back and forth, fast and slow (PNEKPP-00-5)
 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)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Put together puzzles
 Fold the paper and recognize symmetry in their own body
Learning
 Identify two to three-dimensional shapes: square
Checkpoints
 Demonstrate movements using different body parts and describe the movement of objects
 Match pictures based on properties /attributes in one-to-one correspondence
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: Paa, Tuhod Song: I Have Two Hands Song: Hokey Pokey What makes you breathe? Let the learners present
their output.
What body parts are What can you do with What can you do with What digests the food that
mentioned in the song your hands? your feet? you eat?
“Paa,Tuhod?”
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)
Transition to Story 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 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 the same
happy. scared/afraid. letters. numbers. numbers.

 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 are the parts of What can you do with What can you do with Put your hand on your What are the body
your body? What can your hands? your feet? chest. What can you parts that you
you do with your body? feel? remember in our
Motive question: What  Motive question: What discussions?
 Motive question: What will the characters do do you think the  Motive question: What
can the characters do with their hands? characters will do with will the character feel  Motive question: What
with their bodies? their feet? that is inside his body? are the different parts
that were mentioned in
the story?
During Reading Ask comprehension questions.
Post Reading  What are the body parts  What did the  What did the  What did the  What are the body
mentioned in the story? characters do with characters do with characters feel inside parts mentioned in the
their hands? their feet? his body? (grumbling story?
 What did the characters stomach, air in his
do with their bodies?  What would happen if  What would have chest, the heart  How do these parts
(Show a picture of an the characters did not happened if the beating) work together?
incomplete body) have hands? characters did not  I will give the names of
 What are the missing have feet? two body parts. Tell me
body parts? Draw these if they have the same
missing parts. beginning sound.
(Demonstrate how to
identify the beginning
sounds.)
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- Self Portrait Counting body parts Measuring Feet Lungs and Heart Moving Puppet
Supervised (KTG, p. 86) (KTG, p. 87) (KTG, p. 87) (KTG, p. 88) (KTG, p. 88)
Activity
 Naisasagawa ang  Identify one’s basic  Use nonstandard  Recognize symmetry  Identify one’s basic
mga sumusunod na body parts measuring tools e.g. (own body, basic body parts
kasanayan: pagbakat, (PNEKBS-Id-1) length – feet, hand, shapes) (MKSC-00- (PNEKBS-Id-1)
pagkopya ng  Count objects with piece of string; 11)
larawan, hugis, at one-to-one capacity – mug/glass;
titik (KPKFM-00-1.4) correspondence up to mass – stone, table
 Recognize symmetry quantities of 10 blocks
Competencies (own body, basic (MKC-00-7) (MKME-00-1)
shapes) (MKSC-00-  Naisasagawa ang
11) mga sumusunod na
 Name the five senses kasanayan: pagbakat,
and their pagkopya ng larawan,
corresponding body hugis, at titik
parts (KPKFM-00-1.4)
(PNEKBS-Ic-4)
 Name the five senses  Count body parts with  Use nonstandard  Recognize symmetry  Identify one’s basic
Learning and their one-to-one measuring tools in their own body body parts
Checkpoints corresponding body correspondence
parts
 Number Book
Independent  Counting Fingers (addition)
Activities  Hand Game
 Body Cover All
Competencies  Count objects with one-to-one correspondence up to quantities of 3 (MKC-00-7)
 Read and write numerals 0 to 10 (3) (MKC-00-3)
 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 (3) using concrete objects (MKAT-00-8)
 Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell
that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) (MKSC-00-23)
 Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
  Add quantities up to 10 (3) using concrete objects (MKAT-00-8)
 Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Count objects with one-to-one correspondence up to quantities of 3
 Read and write numerals 0 to 3
Learning  Combine elements of two sets using concrete objects to represent the concept of addition and add quantities up to 3 using concrete objects
Checkpoints  Tell that the quantity of a set of objects does not change even though the arrangement has changed
 Match object, pictures based on properties /attributes in one-to-one correspondence
 Identify symmetrical body parts
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)
Nose, Nose Unstructured Free Play Ankle Walk Unstructured Free Play Partners
Activities
(KTG, p. 91) (KTG, p. 91) (KTG, p. 91)
Competencies  Identify one’s basic  Naisasagawa ang mga  Nagagamit ang mga  Naisasagawa ang mga  Naipakikita ang
body parts sumusunod na kilos kilos lokomotor sa sumusunod na kilos pagpapahalaga sa
(PNEKBS-Id-1) lokomotor sa pag-eehersisyo lokomotor sa maayos na
pagtugon sa ritmong (KPKGM-Ie-2) pagtugon sa ritmong pakikipaglaro:
mabagal at mabilis  Demonstrate mabagal at mabilis pagiging mahinahon,
(paglakad, pagtakbo, movements using (paglakad, pagtakbo, pagsang-ayon sa
pagkandirit, different body parts. pagkandirit, pasiya ng
paglundag/pagtalon, (PNEKBS-Ic-3) paglundag/pagtalon, nakararami/reperi,
paglukso) paglukso) pagtanggap ng
(KPKGM-Ie-2) (KPKGM-Ie-2) pagkatalo nang
 Nagagamit ang mga  Nagagamit ang mga maluwag sa kalooban,
kilos lokomotor at di- kilos lokomotor at di- pagtanggap ng
lokomotor sa lokomotor sa pagkapanalo nang
paglalaro, pag- paglalaro, pag- may kababaang loob
eehersiyo, eehersiyo, (KAKPS-00-19)
pagsasayaw pagsasayaw  Nakasasali sa mga
(KPKGM-Ig-3) (KPKGM-Ig-3) laro, o anumang
pisikal na gawain at
iba’t ibang paraan ng
pag-eehersisyo
(KPKPF-00-1)
 Nagagamit ang mga
kilos lokomotor at di-
 lokomotor sa
paglalaro,
pageehersisyo,
pagsasayaw
(KPKGM-Ig-3)

 Point to body parts

Learning
 Demonstrate movements using different body parts
Checkpoints
 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)
 Learners identify their  Learners count the  Learners count their  Learners describe the Learners describe how the
body parts. fingers of their hands. toes. function of their different body parts work
Activities
heart, bones, lungs, together.
and stomach.
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 School Head