Kindergarten School VILLA APOLONIA ELEMENTARY SCHOOL Teaching Dates October 10-14, 2022

Daily Lesson Log Teacher JANES A. ARQUINEZ Week No. 8

Content Focus Ang Limang Pandama Quarter One
Most Essential
Learning Name the five senses and their corresponding body parts (PNEKBS-Ic-4)
Competencies

BLOCKS OF MONDAY
TIME (October 10, 2022)
ARRIVAL TIME
7:00 am – 7:10 am
11:00 am–11:10 am
10 minutes
National Anthem
Opening Prayer
Routine Exercise
Activities Kumustahan
Attendance
Balitaan
MEETING TIME 1
7:10 am – 7:20 am
11:10 am-11:20 am
(10 Minutes)
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?

(Isulat ang sagot ng mga 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
Supervised (KTG, p. 98)
Activity
 Natutukoy ang magagandang bagay na nakikita sa paligid
(SKPK-00-1)
Competencies  Use the senses to observe the environment
(PNEKBS-Ic-5)

Learning  Appreciate beautiful things around them using their eyes

Checkpoints
 Binoculars (KTG, p. 99)
Binoculars
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 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
Independent gamot (SKMP-00-8)
Activities
Materials: cardboard roll (ex. tissue core), stapler, yarn, paint, scrapbooking materials for decoration

Procedure:
1. Staple side by side two tissue core.
2. Let the learners paint and decorate them.
3. When dry, string a yarn on the top.
 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)
Tula: Mata
Mata ay itingin
Sa mga tanawin
Sa ating landasin
Ito’y ilaw na rin.

Talk about the uses of the eyes in the poem

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 Ang Apat na Magkakaibigan

Link:
https://www.youtube.com/watch?v=LPpppw_v6i4

Pre-reading  Theme: Any age and a culturally appropriate story about the eyes.
Activity
 Define difficult words.
  Motivation question: What can you do with your eyes?

 Motive question: What do you think will happen if the character in the story did not have eyes?
During Reading Ask comprehension questions.
Post Reading  What are the things that the characters did with 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.
WORK PERIOD 2
8:55 am – 9:40 am
12:55 pm-1:40 pm
(45 Minutes)
Pairs of Eyes
(KTG, p. 101)

Competencies:
• 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 (MKAT-00-1)
Teacher-
• Tell which objects/pictures are the same based on color, shape, size, direction, and other details (T-shirt with collar and without collar)
Supervised
(LLKVPD-Id-1)
Activity
Materials: cut-out of different eyes (different colors, sizes, shapes) from magazines, Oslo paper, glue

Procedure:
1. Give the learners cut-out of eyes of different colors, sizes, shapes.
2. Ask them to look for the pair of eyes that are the same and glue them together.
 Count objects with one-to-one correspondence up to quantities of 10
(MKC-00-7)
Competencies  Match object, pictures based on properties /attributes in one-to-one correspondence (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 are the same based on color, shape, and size, and match them in one-to-one correspondence
Checkpoints
Worksheet
Independent
Activities
Panuto: Bilangin ang mga bagay na nakikita at isulat ang tamang bilang sa patlang.
Competencies  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)
 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
Indoor/ Light Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical
Physical Activity 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
(KTG, p. 105)

Competencies:
• Name the five senses and their corresponding body parts (PNEKBS-Ic-3)
Activities
Materials: cut-outs of eyes with tape, paper plate with some details of the face except eyes

Procedure:
1. Blindfold a learner.
2. Give him/her the cut-out of eyes.
3. Let him stick the eyes without touching the paper plate.
 Name the five senses and their corresponding body parts
Competencies
(PNEKBS-Ic-3)
 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 function and importance of their eyes.
Wrap-Up  The teacher takes note if the learners appreciate having eyes.
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